Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program

ŠVAŘÍČEK, Roman, Ingrid PROCHÁZKOVÁ, Jeffrey Alan VANDERZIEL and Klára ŠEĎOVÁ. Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program. Online. In Johnson Neisler, Otherine. The Palgrave Handbook of Academic Professional Development Centers. Cham: Palgrave, 2022, p. 613-627. Palgrave Studies on Leadership and Learning in Teacher Education. ISBN 978-3-030-80967-6. Available from: https://dx.doi.org/10.1007/978-3-030-80967-6_39.

Basic information

Original name

Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program

Authors

ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution), Ingrid PROCHÁZKOVÁ (203 Czech Republic, belonging to the institution), Jeffrey Alan VANDERZIEL (840 United States of America, belonging to the institution) and Klára ŠEĎOVÁ (203 Czech Republic, belonging to the institution)

Edition

Cham, The Palgrave Handbook of Academic Professional Development Centers, p. 613-627, 15 pp. Palgrave Studies on Leadership and Learning in Teacher Education, 2022

Publisher

Palgrave

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Other information

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Switzerland

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

Link

RIV identification code

RIV/00216224:14210/22:00127353

Organization unit

Faculty of Arts

ISBN

978-3-030-80967-6

DOI

http://dx.doi.org/10.1007/978-3-030-80967-6_39

Keywords in English

pedagogical competencies of university teachers; professional development program;

Tags

rivok

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Abstract

V originále

This chapter focuses on improving teaching of university teachers through participation in a professional development program. Firstly, we describe the center, its mission and structure. Secondly, we describe the initial empirical research on beginning university teachers and their approaches to teaching and professional self-perception. This research project was conducted to analyze how researchers, teachers and teacher-researchers (universalists) approach teaching. We identified three different sets of beliefs about teaching among early-career faculty members who conceive of their roles differently: 1) “researchers” emphasize transmission of knowledge, 2) “teachers” emphasize that good teaching should include devoting time and energy to students, while 3) “universalists” emphasize the practical nature of knowledge and motivate students to work by themselves. The research outcomes substantially informed the center (CERPEK) that was subsequently established. Thirdly, we describe our professional development program: the curriculum design process, how we teach beginning university teachers, issues of funding for training university teachers, and feedback we have received from program participants. The program is divided into four modules and lasts two semesters.