Professional Development â Creating an Arena for Pedagogical Reflections among Academic Staff: A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway

Elisabeth Suzen; Oddlaug Marie Lindgaard; Gunnar Grepperud

Jump to Content

Chapter 7 Professional Development â Creating an Arena for Pedagogical Reflections among Academic Staff

A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway

In: Transformation Fast and Slow

Authors:

Elisabeth Suzen

Elisabeth Suzen
Search for other papers by Elisabeth Suzen in
Current site
Google Scholar
PubMed

Oddlaug Marie Lindgaard

Oddlaug Marie Lindgaard
Search for other papers by Oddlaug Marie Lindgaard in
Current site
Google Scholar
PubMed

, and

Gunnar Grepperud

Gunnar Grepperud
Search for other papers by Gunnar Grepperud in
Current site
Google Scholar
PubMed

Type:: Chapter

Pages:: 135â153

DOI:: https://doi.org/10.1163/9789004520912_008

Purchase instant access (PDF download and unlimited online access):

â¬42.00â¬35.00Â excl. VAT

Add to Cart

Redeem Access Token

Abstract

The competence of academic staff plays a crucial role in the quality of the learning process and student success. There has been an increasing emphasis on pedagogical competence among university lecturers as a way to ensure the quality of university teaching. Pedagogical competence is intended to be developed through participation in different university courses. In our study, we reviewed learning experiences among 48 university lecturers at Nord University, Norway during a three-month pedagogical course. The lecturers maintained a reflection diary, they logged the practical part of the course and completed digital evaluation at the end of the course. The course was delivered through blended, asynchronous teaching, synchronous lessons and practical parts. Our study focused on the lecturers self-reported learning experiences recorded in the diary, the logs and the evaluation form. Our findings showed that the lecturers felt a positive recognition of their experiences, they appreciated the colleague observation and learning dialogues with colleagues, demanded a more strategic and holistic approach to academic development and reflected on actions with intentions to learn from experiences.

Citation Info

Save
Cite
Email this content

Share link with colleague or librarian

You can email a link to this page to a colleague or librarian:
Email this content
or copy the link directly:

https://brill.edhh.ma/abstract/book/9789004520912/BP000018.xml
The link was not copied. Your current browser may not support copying via this button.

Link copied successfully

Collapse
Expand

Transformation Fast and Slow

Digitalisation, Quality and Trust in Higher Education

Series:Â Higher Education: Linking Research, Policy and Practice, Volume: 3

E-Book ISBN:: 9789004520912

Publisher:: Brill

Print Publication Date:: 26 May 2022

Subjects
- Education

Front Matter

Metrics

	All Time	Past 365 days	Past 30 Days
Abstract Views	474	54	6
Full Text Views	7	1	0
PDF Views & Downloads	9	0	0

African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
Art History	International Law	Philosophy
Asian Studies	International Relations	Religious Studies
Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
Biology	Languages and Linguistics	Social Sciences
Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

Subjects

Authors

Open Access

Product Information

Company

Contact

Chapter 7 Professional Development â Creating an Arena for Pedagogical Reflections among Academic Staff

A Hermeneutic Phenomenological Study among Learning Teachers at Nord University, Norway

Abstract

Citation Info

Share link with colleague or librarian

Transformation Fast and Slow

Digitalisation, Quality and Trust in Higher Education

Table of Contents

Metrics

Metrics

Chapter 7 Professional Development â Creating an Arena for Pedagogical Reflections among Academic Staff