Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education

Abstract

This study examines university teachers' beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university-level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for the promotion of self-paced studying without explicit learning aims; for active and interactive learning; for integrative learning with continuous assessment; and for meaningful learning. The study highlights the need for a more systematic explication of teacher beliefs and the acknowledgment of alternative ways of thinking in teacher developmental programs. (Keywords: higher education, pedagogy, teacher beliefs, technology)

Acknowledgments

The authors express their gratitude to the University of Jyväskylä for supporting the research on teaching development in higher education.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Additional information

Notes on contributors

Päivikki Jääskelä

Päivikki Jääskelä is a senior researcher at the Finnish Institute for Educational Research at the University of Jyväskylä, Finland. Her research interests focus on the development of learner-centered pedagogy and learning environment in higher education. Please address correspondence regarding this article to Päivikki Jääskelä, Finnish Institute for Educational Research, University of Jyväskylä, PO Box 35, FI-40014, Finland. E-mail: [email protected]

Päivi Häkkinen

Päivi Häkkinen is a professor of educational technology at the Finnish Institute for Educational Research (FIER) at the University of Jyväskylä. Her main research interests are related to technology-enhanced learning and computer-supported collaborative learning.

Helena Rasku-Puttonen

Helena Rasku-Puttonen is a professor of psychology in education in the Department of Teacher Education at the University of Jyväskylä. Her research interests focus on learning environments, student–teacher interaction, dialogical discussions, and teaching practices.