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

References

• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Buckingham: Open University Press.
   Google Scholar
• Coffey, M., & Gibbs, G. (2000). Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education, 5(3), 385–389. doi: 10.1080/713699136
   Google Scholar
• Daniels, J. (2017). Professional learning in higher education: Making good practice relevant. International Journal for Academic Development, 22(2), 170–181. doi: 10.1080/1360144X.2016.1261352
   Web of Science ®Google Scholar
• Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their training skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. doi: 10.1177/1469787404040463
   Google Scholar
• Gordon, C., & Debus, R. (2002). Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context. British Journal of Higher Education, 72(4), 483–511.
   Google Scholar
• Hanbury, A., Prosser, M., & Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469–483. doi: 10.1080/03075070802211844
   Web of Science ®Google Scholar
• Hood, C., & Houston, D. (2016). Evaluation of longitudinal impact from a university teacher preparation program. In M. Davis & A. Goody (Eds.), Research and development in higher education: The shape of higher education. Volume 39 (pp. 106–116). Fremantle: Australia.
   Google Scholar
• Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18(3), 315–328. doi: 10.1080/03075079312331382241
   Web of Science ®Google Scholar
• Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321–334. doi: 10.1080/03075070309293
   Web of Science ®Google Scholar
• Lindberg-Sand, Å, & Sonesson, A. (2008). Compulsory higher education teacher training in Sweden: Development of a national standards framework based on the scholarship of teaching and learning. Tertiary Education and Management, 14(2), 123–139. doi: 10.1080/13583880802053051
   Google Scholar
• Meyer, J. H. F., & Eley, M. G. (2006). The Approaches to Teaching Inventory: A critique of its development and applicability. British Journal of Educational Psychology, 76(3), 633–649. doi: 10.1348/000709905X49908
   PubMed Web of Science ®Google Scholar
• Nevgi, A., & Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53–60. doi: 10.1016/j.stueduc.2015.01.003
   Web of Science ®Google Scholar
• Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teacher’s beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571. doi: 10.1007/s10734-004-6363-z
   Web of Science ®Google Scholar
• Parsons, D., Hill, I., Holland, J., & Willis, D. (2012). Impact of teaching development programmes in higher education. York: The Higher Education Academy.
   Google Scholar
• Poole, G., & Iqbal, I. (2011). An exploration of the scholarly foundations of educational development. In J. C. Smart & M. B. Paulsen (Eds.), Higher education: Handbook of theory and research. Volume 26 (pp. 317–354). Dordrecht: Springer.
   Google Scholar
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557–571. doi: 10.1016/j.tate.2006.11.013
   Web of Science ®Google Scholar
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43. doi: 10.1007/s10734-007-9087-z
   Web of Science ®Google Scholar
• Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology, 76(2), 405–419. doi: 10.1348/000709905X43571
   PubMed Web of Science ®Google Scholar
• Richardson, J. T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6), 673–680. doi: 10.1080/01443410500344720
   Google Scholar
• Roxå, T., & Mårtensson, K. (2008). Strategic educational development: A national Swedish initiative to support change in higher education. Higher Education Research & Development, 27(2), 155–168. doi: 10.1080/07294360701805291
   Web of Science ®Google Scholar
• Shaw, R. (2018). Professionalising teaching in HE: The impact of an institutional fellowship scheme in the UK. Higher Education Research & Development, 37(1), 145–157. doi: 10.1080/07294360.2017.1336750
   Web of Science ®Google Scholar
• Spowart, L., Winter, J., Turner, R., Muneer, R., McKenna, C., & Kneale, P. (2017). Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’. International Journal for Academic Development, 22(4), 360–372. doi: 10.1080/1360144X.2017.1340294
   Web of Science ®Google Scholar
• Stefani, L., & Elton, L. (2002). Continuing professional development of academic teacher through self-initiated learning. Assessment and Evaluation in Higher Education, 27(2), 117–129. doi: 10.1080/02602930220128706
   Google Scholar
• Stes, A., De Maeyer, S., Gijbels, D., & Van Petegem, P. (2012). Instructional development for teachers in higher education: Effects on student learning outcomes. Teaching in Higher Education, 17(3), 295–308. doi: 10.1080/13562517.2011.611872
   Web of Science ®Google Scholar
• Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49. doi: 10.1016/j.edurev.2009.07.001
   Web of Science ®Google Scholar
• Stigmar, M. (2008). Faculty development through an educational action programme. Higher Education Research & Development, 27(2), 107–120. doi: 10.1080/07294360701805242
   Web of Science ®Google Scholar
• Trigwell, K., Caballero Rodriguez, K., & Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment & Evaluation in Higher Education, 37(4), 499–511. doi: 10.1080/02602938.2010.547929
   Web of Science ®Google Scholar
• Trigwell, K., & Prosser, M. (2004). Development and use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409–424. doi: 10.1007/s10648-004-0007-9
   Web of Science ®Google Scholar
• Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70. doi: 10.1023/A:1003548313194
   Web of Science ®Google Scholar
• Trowler, P., & Bamber, R. (2005). Compulsory higher education teacher training: Joined-up policies, institutional architectures and enhancement cultures. International Journal for Academic Development, 10(2), 79–93. doi: 10.1080/13601440500281708
   Google Scholar
• Trowler, P., & Cooper, A. (2002). Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes. Higher Education Research & Development, 21(3), 221–240. doi: 10.1080/0729436022000020742
   Google Scholar
• Weurlander, M., & Stenfors-Hayes, T. (2008). Developing medical teachers’ thinking and practice: Impact of a staff development course. Higher Education Research & Development, 27(2), 143–153. doi: 10.1080/07294360701805283
   Web of Science ®Google Scholar