Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

Autor/inn/en	Johannes, Christine; Fendler, Jan; Seidel, Tina
Titel	Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers
Quelle	In: International Journal for Academic Development, 18 (2013) 2, S.152-165 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2012.681785
Schlagwörter	College Faculty; Knowledge Base for Teaching; Novices; Professional Development; Beginning Teacher Induction; Program Effectiveness; Teacher Attitudes; Teacher Surveys; Participant Satisfaction; Active Learning; Achievement Gains; Questionnaires; Teaching Methods; Instructional Effectiveness; Likert Scales; Foreign Countries; Educational Environment; Germany + Suchen Sie Ihr Suchwort? Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Aktives Lernen; Achievement gain; Leistungssteigerung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Likert-Skala; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Deutschland
Abstract	Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of professional development, the authors assess two research questions: (1) To what extent does the program support content focus, active learning, and coherence? (2) What knowledge base do novice university teachers exhibit after completing the training program? Trained teachers ("N"?=?12) were surveyed, and their responses were compared to statements they made before participating in the program. Participants rated all training components as helpful and reported a high level of active learning during their training. Their acquired professional knowledge was more specialized at the end of the program, compared to the beginning. The results so far support the creation of structured training programs for novice university teachers. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10