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@inbook{2237424,
author = {Švaříček, Roman and Procházková, Ingrid and Vanderziel, Jeffrey Alan and Šeďová, Klára},
address = {Cham},
booktitle = {The Palgrave Handbook of Academic Professional Development Centers},
doi = {http://dx.doi.org/10.1007/978-3-030-80967-6_39},
editor = {Johnson Neisler, Otherine},
keywords = {pedagogical competencies of university teachers; professional development program;},
howpublished = {elektronická verze "online"},
language = {eng},
location = {Cham},
isbn = {978-3-030-80967-6},
pages = {613-627},
publisher = {Palgrave},
title = {Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program},
url = {https://link.springer.com/book/10.1007/978-3-030-80967-6?sap-outbound-id=F72366797B9E8E5E87F0C23CE9EB0AADBF3DDF71},
year = {2022}
}
TY - CHAP
ID - 2237424
AU - Švaříček, Roman - Procházková, Ingrid - Vanderziel, Jeffrey Alan - Šeďová, Klára
PY - 2022
TI - Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program
VL - Palgrave Studies on Leadership and Learning in Teacher Education
PB - Palgrave
CY - Cham
SN - 9783030809676
KW - pedagogical competencies of university teachers
KW - professional development program;
UR - https://link.springer.com/book/10.1007/978-3-030-80967-6?sap-outbound-id=F72366797B9E8E5E87F0C23CE9EB0AADBF3DDF71
N2 - 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.
ER -
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. \textit{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.
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