A follow-up study of the effect of pedagogical training on teaching in higher education

By Liisa Postareff, Sari Lindblom-Ylänne, Anne Nevgi. 2008

256 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8e040dd17a7ab67aa42bdd68c863c94659a494d3

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In Education

Citations in the corpus

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities (2018, background): “Our study bears more semblance to the large scale studies by Gibbs and Coffey (2004), Postareff, Lindblom-Ylänne, and Nevgi (2007; 2008), and Hanbury et al. (2008) which show that pedagogical training can improve the participants’ attitudes to teaching, that students appreciate instruction by…”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, background): “Unusually among such studies, Postareff and colleagues went further to provide some longitudinal evidence from a follow-up (Postareff et al., 2008).”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “…favorably (Dancy and Henderson 2007; Ghaith and Yaghi 1997; Gordon and Debus 2002; Guskey 1988; Henderson et al. 2011; Henderson et al. 2012a; Hora 2012b; Kember and Kwan 2000; Murray and Macdonald 1997; Postareff et al. 2007, 2008; Schuster and Finkelstein 2006; Trigwell and Prosser 1996b).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Those who had taken more pedagogical courses or classes that armed them with particular teaching strategies were also more confident than are those who had not (Postareff et al. 2008; Siwatu 2011a).”
The development of academics' teacher identity: Enhancing reflection and task perception through a university teacher development programme (2015, background): “The aims of instructional development are to enhance a student-centred approach to teaching (e.g. Gibbs & Coffey, 2004; Postareff et al., 2008; Stes et al., 2010) and raise awareness of the relationship among approaches, intentions, and strategies (Martin, Prosser, Trigwell, Ramsden, & Benjamin, 200”