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.
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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
Other information
Original language English
Type of outcome Chapter(s) of a specialized book
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Switzerland
Confidentiality degree is not subject to a state or trade secret
Publication form electronic version available online
WWW 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
Changed by Changed by: Mgr. Roman Švaříček, Ph.D., učo 12302. Changed: 8/2/2024 15:29.
Abstract
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.
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