Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Figures & data

Table 1. Factor analysis of items in the Approaches to Teaching Inventory-swe.

Item	Factor
	1	2
SC1	0.84
SC2	0.77
SC3	0.68
SC4	0.67
SC5	0.64
TC1		0.78
TC2		0.74
TC3		0.73

Notes: Principal components factor analysis, with varimax rotation, of the ATI-swe, using the pre-course survey data. Eigenvalues >1.74. Loadings less than 0.3 removed. n = 178.

Table 2. Student-centeredness before and after pedagogical training course.

All respondents				Gothenburg University respondents excluded
	Mean	SD	N		Mean	SD	N
Before course	3.9	0.65	175	Before course	3.8	0.62	69
After course	3.9	0.64	175	After course	3.9	0.59	69
Change	0			Change	0.1
t	−0.05			t	1.61
p	n.s.			p	<.1114
Respondents with 1–3 years teaching experience.
Gothenburg University respondents excluded
	Mean	SD	N
Before course	3.8	0.4	13
After course	4.0	0.52	13
Change	0.2
t	2.14
p	<.0534

Notes: The degree of student-centeredness (measured on a scale from 1 to 5) in the respondents' fundamental approach to teaching, before and after the completion of a pedagogical training course. The results are shown for the whole group, and for subgroups where significant results were found.

Table 3. Teacher-centeredness before and after pedagogical training course

All respondents				Respondents with <1 year teaching experience
	Mean	SD	N		Mean	SD	N
Before course	3.2	0.7	175	Before course	3.2	0.72	106
After course	3.4	0.64	175	After course	3.4	0.59	106
Change	0.2			Change	0.2
t	3.67			t	3.82
p	<.0003			p	<.0002
Respondents with 1–3 years teaching experience				Respondents with >3 years teaching experience
	Mean	SD	N		Mean	SD	N
Before course	3.4	0.67	35	Before course	3.2	0.7	33
After course	3.3	0.73	35	After course	3.4	0.69	33
Change	-0.1			Change	0.2
t	-0.47			t	2.10
p	n.s.			p	<.0436

Notes: The degree of teacher-centeredness (measured on a scale from 1 to 5) in the respondents’ fundamental approach to teaching, before and after the completion of a pedagogical training course. The results are shown for the whole group, and for three subgroups with different levels of previous teaching experience.

Table 4. Confidence in the role of university teacher before and after pedagogical training course.

	Mean	SD	N
Before course	2.8	0.71	178
After course	2.9	0.68	178
t	−1.87
p	<.0313

Note: Confidence felt by respondents in their role as university teacher (measured on a scale from 1 to 4) before and after the completion of a pedagogical training course.

Table 5. Self-assessed pedagogical skills before and after pedagogical training course.

	Mean	SD	N
Before course	2.6	0.71	178
After course	2.9	0.62	178
Change	0.3
t	−5.13
p	<.0000

Note: The extent to which respondents felt they had the pedagogical skills needed to perform the functions of a university teacher (measured on a scale from 1 to 4), before and after the completion of a pedagogical training course.

Table 6. Satisfaction with the completed pedagogical training course.

	Little or no relevance (%)	Large or very large relevance (%)
Total	32	68
University
Lund	15	85
Stockholm	17	83
Gothenburg	18	82
Umeå	24	76
Linköping	38	62
Uppsala	39	59
Teaching experience
<1 year	32	68
1–3 years	22	78
>3 years	42	58

Notes: The table shows how satisfied the respondents were with the pedagogical training course they had completed, understood here as the relevance they attributed to the course content for their role as university teachers. The results are presented for the whole group (n = 259), for the six different universities in the study, and for three subgroups with different levels of previous teaching experience.