Development Paths of University Teachers during a Pedagogical Development Course

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HowUTeach -itsearviointityökalu laadukkaan korkeakouluopettamisen tukena

This article introduces the development of the self-reflection tool HowUTeach for higher education teachers. HowUTeach is a research-based self-assessment tool created primarily for teachers in both science universities and universities of applied sciences. The purpose of HowUTeach is to increase teachers’ awareness of their teaching and thereby enhance individual self-reflection relating to work and well-being. HowUTeach uses responses to a questionnaire as a base to generate feedback that includes descriptions of different teaching dimensions as well as ideas on how to develop and improve teaching practices. This article defines these dimensions and presents the idea of counter feedback. The results from the pilot tests of HowUTeach were promising, and teachers identified that the instrument advanced their teaching practices. The tool is now being developed further.Artikkeli esittelee korkeakouluopettajien työn tueksi kehitetyn HowUTeach -itsearviointityökalun. HowUTeach on korkeakoulupedagogiseen tutkimukseen perustuva, korkeakouluopettajien itsearviointityökalu, jonka avulla HowUTeach -kyselyyn vastaavalle korkeakouluopettajalle voidaan tuottaa tutkimukseen perustuva vastapalaute oman opetuksen ja pedagogisen asiantuntijuuden kehittämisen tueksi. HowUTeachin käytön ensisijaisena tavoitteena on lisätä korkeakouluopettajien tietoisuutta omasta opetuksesta, ja lisätä näin opettajien kykyä reflektoida ja kehittää omaa opetustaan sekä edistää heidän hyvinvointiaan. HowUTeach on suunniteltu ja kehitetty erityisesti tiede- ja ammattikorkeakouluopettajien työn tueksi. Artikkelissa kuvataan kyselyn eri ulottuvuudet ja vastapalautemekanismi, joka perustuu opettajien kyselyvastauksiin. HowUTeachin alustava käyttö on antanut rohkaisevia tuloksia ja opettajat kokevat, että kyselyn käyttö auttaa heitä kehittämään heidän opetustaan. Kyselyä kehitetään edelleen

Teaching in Higher Education : From Content-focused to Learning-focused Approaches to Teaching

The aim of this dissertation was to explore teaching in higher education from the teachers’ perspective. Two of the four studies analysed the effect of pedagogical training on approaches to teaching and on self-efficacy beliefs of teachers on teaching. Of these two studies, Study I analysed the effect of pedagogical training by applying a cross-sectional setting. The results showed that short training made teachers less student-centred and decreased their self-efficacy beliefs, as reported by the teachers themselves. However, more constant training enhanced the adoption of a student-centred approach to teaching and increased the self-efficacy beliefs of teachers as well. The teacher-focused approach to teaching was more resistant to change. Study II, on the other hand, applied a longitudinal setting. The results implied that among teachers who had not acquired more pedagogical training after Study II there were no changes in the student-focused approach scale between the measurements. However, teachers who had participated in further pedagogical training scored significantly higher on the scale measuring the student-focused approach to teaching. There were positive changes in the self-efficacy beliefs of teachers among teachers who had not participated in further training as well as among those who had. However, the analysis revealed that those teachers had the least teaching experience. Again, the teacher-focused approach was more resistant to change. Study III analysed approaches to teaching qualitatively by using a large and multidisciplinary sample in order to capture the variation in descriptions of teaching. Two broad categories of description were found: the learning-focused and the content-focused approach to teaching. The results implied that the purpose of teaching separates the two categories. In addition, the study aimed to identify different aspects of teaching in the higher-education context. Ten aspects of teaching were identified. While Study III explored teaching on a general level, Study IV analysed teaching on an individual level. The aim was to explore consonance and dissonance in the kinds of combinations of approaches to teaching university teachers adopt. The results showed that some teachers were clearly and systematically either learning- or content-focused. On the other hand, profiles of some teachers consisted of combinations of learning- and content-focused approaches or conceptions making their profiles dissonant. Three types of dissonance were identified. The four studies indicated that pedagogical training organised for university teachers is needed in order to enhance the development of their teaching. The results implied that the shift from content-focused or dissonant profiles towards consonant learning-focused profiles is a slow process and that teachers’ conceptions of teaching have to be addressed first in order to promote learning-focused teaching.Tässä väitöskirjassa tutkittiin yliopisto-opettajien opetusta opettajien näkökulmasta. Kaksi neljästä osatutkimuksesta analysoi yliopistopedagogisen koulutuksen vaikutusta opettajien opetuksellisiin lähestymistapoihin ja pystyvyysuskomuksiin. Osatutkimus I analysoi yliopistopedagogisen koulutuksen vaikutusta poikittaistutkimuksena. Tulokset osoittivat, että lyhyt koulutus vähensi opettajien arvioita opiskelijalähtöisyydestään ja heikensi heidän pystyvyysuskomuksiaan. Pitkäaikaisempi koulutus puolestaan lisäsi opettajien arvioita opiskelijalähtöisyydestään ja vahvisti heidän pystyvyysuskomuksiaan. Opettajalähtöisessä opetustavassa ei tapahtunut suuria muutoksia. Osatutkimus II tutki yliopistopedagogisen koulutuksen vaikutusta pitkittäistutkimuksena. Tulokset osoittivat, että opettajilla, jotka eivät olleet osallistuneet yliopistopedagogiseen koulutukseen osatutkimuksen I jälkeen, ei tapahtunut muutoksia opiskelijalähtöisyydessä. Opiskelijalähtöisyys lisääntyi tilastollisesti merkitsevästi niillä opettajilla, jotka olivat osallistuneet pedagogiseen koulutukseen osatutkimuksen I jälkeen. Sillä, oliko opettaja osallistunut koulutukseen osatutkimuksen I jälkeen, ei näyttänyt olevan vaikutusta pystyvyysuskomusten lisääntymiseen. Pystyvyysuskomukset vahvistuivat eniten opettajilla, joilla oli vähiten opetuskokemusta. Osatutkimus III analysoi opetuksellisia lähestymistapoja hyödyntäen laajaa monitieteistä haastatteluaineistoa. Tavoitteena oli tutkia, miten eri tavoin opettajat kuvaavat opetustaan. Aineistosta nousi kaksi luokkaa: oppimislähtöinen ja sisältölähtöinen lähestymistapa. Tulokset osoittivat, että erottava tekijä luokkien välillä on opettajien opetukselle asettama päämäärä. Tutkimuksen toinen tavoite oli yliopisto-opetukseen liittyvien ulottuvuuksien tunnistaminen. Aineistosta nousi kymmenen ulottuvuutta. Osatutkimus IV analysoi opetusta yksittäisen opettajan tasolla. Tavoitteena oli tutkia sitä, miten opettajat yhdistelevät opetuksessaan oppimis- ja sisältölähtöisiä lähestymistapoja. Tulokset osoittivat, että jotkut opettajat olivat selkeästi ja systemaattisesti joko oppimis- tai sisältölähtöisiä. Joidenkin opettajien opetuksessa puolestaan yhdistyivät molemmat lähestymistavat. Neljä osatutkimusta osoittivat, että yliopistopedagogista koulutusta tarvitaan opettajien pedagogisen asiantuntijuuden lisäämiseksi. Tulosten mukaan muutos sisältölähtöisistä tai molempia opetuksellisia lähestymistapoja yhdistelevistä opetustavoista kohti oppimislähtöisyyttä on hidas prosessi

What triggers emotions in university teaching?

Refereed article This study explores the range of university teachers’ emotions and, most importantly, triggers of these emotions. Sixteen teachers representing six disciplines were interviewed before and after teaching a specific course. A range of emotions was identified through qualitative content analysis. Emotions ranged from positive to negative, and several triggering elements were identified, which were grouped under five categories: 1) Teaching process, 2) student learning outcomes and experiences, 3) teacher characteristics and teaching skills, 4) student roles and activity levels and 5) interaction between teachers and students. Differences between teachers who had participated in pedagogical courses and those who had not were detected in the triggering elements. The study provides a deeper understanding of the nature and triggering elements of emotions in academic contexts. Identifying what triggers emotions in university teaching is important in supporting teachers to recognize and regulate their emotions.Artikkeli on läpikäynyt referee-menettelyn Tutkimuksessa tarkastellaan yliopisto-opettajien kuvaamia opetukseen liittyviä tunteita, sekä näitä tunteita herättäviä tekijöitä. Tutkimukseen osallistui 16 yliopisto-opettajaa kuudelta eri tieteenalalta, jotka haastateltiin ennen opettamaansa kurssia ja sen jälkeen. Aineisto analysoitiin laadullisella sisällönanalyysillä. Opettajat kuvasivat sekä positiivisia että negatiivisia tunteita, ja aineistosta tunnistettiin useita tunteita herättäviä tekijöitä: 1) Opetusprosessin, 2) opiskelijoiden oppimistulokset ja kokemukset, 3) opettajan ominaisuudet ja opetustaito, 4) opiskelijoiden rooli ja aktiivisuus sekä 5) opettajan ja opiskelijoiden välinen vuorovaikutus. Opettajat joilla ei ollut lainkaan pedagogista koulutusta erosivat osittain tunteita herättävien tekijöiden suhteen opettajista joilla oli pedagogista koulutusta. Tutkimuksen tulosten avulla yliopisto-opetukseen liittyviä tunteita sekä tunteita herättäviä tekijöitä voidaan ymmärtää syvällisemmin. Tunteita herättävien tekijöiden tunnistaminen on tärkeää, jotta opettajia voidaan tukea tunnistamaan ja säätelemään opetukseen liittyviä tunteitaan

The role of self-compassion in teachers’ psychological well-being in face-to-face and online teaching during COVID-19

Viimeaikaiset tutkimustulokset opettajien hyvinvoinnista ovat huolestuttavia, ja hyvinvoinnin haasteet ovat edelleen lisääntyneet COVID-19 pandemian aiheuttaman äkillisten opetusjärjestelyjen muutosten seurauksena. Tässä kvantitatiivisessa tutkimuksessa tarkastelemme peruskoulun opettajien itsemyötätuntoa, joka on keskeinen resilienssiä tukeva tekijä, sekä psykologista hyvinvointia työhön liittyvän stressin, uupumusriskin ja pystyvyysuskomusten kautta. Opettajien kokemuksia tarkastellaan sekä lähiopetuksessa että etäopetuksessa COVID-19 pandemian aikana. Tutkimukseen osallistui erään kunnan perusopetuksen opettajat (N=116), jotka täyttivät itsemyötätuntoa, stressiä, uupumusriskiä ja pystyvyysuskomuksia mittaavan kyselylomakkeen. Tutkimuksessa tunnistettiin kolme opettajaprofiilia: 1) itsemyötätuntoiset opettajat, 2), itsemyötätuntoiset ja itsekriittiset opettajat, sekä 3) itsekriittiset opettajat. Tulokset osoittavat, että etäopetus oli haaste kaikkien opettajaprofiilien työhyvinvoinnille, mutta itsemyötätunnon suojaava vaikutus oli läsnä molemmissa konteksteissa. Itsemyötätunnon tukemista voidaankin pitää kestävänä tapana tukea opettajien työhyvinvointia.Recent research shows worrying results concerning teachers’ psychological well-being. The challenges have further increased due to the COVID-19 pandemic, as it has forced teachers to rapidly change their teaching. In this quantitative study, we address the differences in schoolteachers’ experiences of face-to-face and online teaching during COVID-19 from the perspective of self-compassion (an important source of resilience when faced with life stressors and sudden changes) and teaching-related well-being. The teachers in one Finnish municipality (N=116) answered an electronic questionnaire measuring their self-compassion and teaching-related well-being (stress, burnout, self-efficacy) in face-to-face and online teaching contexts. Three teacher profiles were identified: (1) Self-compassionate teachers, (2) a mixed group reporting both self-compassion and self-criticism and (3) self-critical teachers. The results show that online teaching had challenged all teachers’ well-being, but the protective element of self-compassion was present in both contexts. Therefore, strengthening teachers’ self-compassion can be seen as a sustainable investment in the teachers’ well-being

Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning : A mixed-methods approach

The importance of students' regulation of learning in university mathematics is widely acknowledged, but research approaching regulation of learning from the perspective of learning environments is scarce. The aim of the present study is to deepen our understanding of how mathematics learning environments can promote regulated learning by investigating the same students in two parallel but pedagogically different student-centred learning environments. The quantitative measurement of students' course-level self-regulation of learning (N = 91) is accompanied with a qualitative analysis of student interviews (N = 16). The results indicate that the learning environments are distinguished by the factor measuring lack of regulation, and that unregulated learning is created by out-of-reach teaching and-tasks causing challenges in goal setting and motivation. In contrast, co-regulation of learning in the form of scaffolding and a positive social environment has a central role in supporting regulated learning. Practical implications for how to support students' regulated learning are discussed.Peer reviewe

Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students

Critical thinking is a key capability for academic experts and for developing one’s expertise from the very beginning of studying at university. Self-efficacy beliefs and approaches to learning are important in this process, although their relationships with critical thinking are not clear. This study explores the relationship between critical thinking, approaches to learning and self-efficacy beliefs among Finnish first-year students in educational sciences (n=92). The self-reported data were used to measure approaches to learning and self-efficacy beliefs, and performance-based assessment data of critical thinking skills were analysed by using both quantitative and qualitative procedures. The results showed that most of the new students applied the deep approach to learning and had high self-efficacy beliefs related to learning. However, there were great differences in the quality of their critical thinking. Three groups with remarkable differences in critical thinking skills were detected. There were no connections between critical thinking, approaches to learning and self-efficacy beliefs. The results imply that the development of critical thinking needs to be facilitated systematically during study at university.Peer reviewe

Challenges in exploring individual's conceptions of knowledge and knowing : Examples of research on university students

This chapter analyses challenges in exploring the conceptions of knowledge and knowing. It firstly introduces empirical methods that have been applied to investigate individuals’ conceptions of knowledge. After that, the chapter elaborates methodological and theoretical challenges related to this issue based on current research. Finally, conclusions and methodological recommendations for further studies are presented. Although this chapter focuses especially on research of university students, our broader aim is to demonstrate the methodological and theoretical challenges from the perspective of developmental and educational psychology more generally.Peer reviewe

Explaining university students’ strong commitment to understand through individual and contextual elements

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What Constitutes the Surface Approach to Learning in the Light of New Empirical Evidence?

This study aims, firstly, to examine the nature of the surface approach to learning in today’s university context, and secondly, to explore the factors that explain variations in the use of this approach. The 61 participants were studying in six Bachelor programmes representing various disciplines. These students scored above average on a surface approach scale and volunteered to be interviewed. One compulsory course was selected from each programme. Five surface approach profiles emerged showing variation from a full surface approach to a deep approach with memorisation. Despite very similar high scores on the surface approach scale, students varied in their use of surface-level processes. Thus, the inventory data did not capture the full variation in the students’ use of the surface approach to learning. Rich research methods are therefore needed to better understand the nature of students’ personal aims as well as their study processes and practices.Peer reviewe