Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After participating in the online courses, eight participants changed their interpretation of the learning-focused video from a knowledge-transmission to a learning-facilitation view. → Henna Vilppu 2019

Evidence¶

Henna Vilppu 2019¶

Henna Vilppu, Ilona Södervik, Liisa Postareff, Mari Murtonen. (2019). The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations. Instructional Science. https://doi.org/10.1007/s11251-019-09496-z

q2 · i? · causal · r1

Pre–post analysis of written interpretations of a 41-s video in which a teacher activates the class to discuss a student question. Responses were theory-driven coded; the article reports the count of changed interpretations, and illustrates it with participant P13’s shift toward “activate the class by referring the question to the students”.

"Eight participants changed their interpretation from knowledge transmission to a learning facilitation view of teaching after participating in university pedagogy course(s)."

Discussion¶

Related Claims¶

• After the short online courses, fourteen respondents changed their interpretations of a content-focused teaching video — related
• The authors argue that analysing interpretations of video situations gives a more reliable view of teachers’ conceptions than self-report Likert questionnaires — related
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
• After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions — related
• Blended teaching shifted the teacher's self-identity from facilitator to co-facilitator and co-designer with students — related
• Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study — related
• Training facilitates belief change particularly when it encourages reflection of beliefs and teachers gain practical experience in inclusive classrooms — related