Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education [Scholarly Artical - Higher Education, May 2022]

Title:

Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education 

 

Authors:

Siru Myllykoski-Laine, Liisa Postareff, Mari Murtonen & Henna Vilppu 

 

Published:

Higher Education, 25 May 2022

https://link.springer.com/article/10.1007/s10734-022-00873-1

(Open Access)

 

Abstract:

The teaching and pedagogical development of academic communities is influenced by different contextual elements, which may not be apparent in everyday community practices, but may become evident through deeper reflection of the context. This study approaches these elements from the perspective of a supportive pedagogical culture for teaching and pedagogical development. The data consist of Finnish university teachers’ descriptions of teaching and its development in their work communities through thematic interviews (N = 51). Through inductive qualitative content analysis, meaningful elements of the communities’ pedagogical culture were identified, which represent (a) values and attitudes, (b) norms and principles, and (c) practices and structures in the community. The study proposes a framework of supportive elements of pedagogical culture that should be acknowledged when promoting the development of teaching in university communities. Based on the findings, it is especially important to establish a culture of sharing and to promote the value of teaching through various cultural elements.

 

Scolarly Article (2020) - Change in University Pedagogical Culture – The Impact of Increased Pedagogical Training on First Teaching Experiences

Title:
Change in University Pedagogical Culture – The Impact of Increased Pedagogical Training on First Teaching Experiences

Authors:
Mari Murtonen & Henna Vilppu

Published:
International Journal of Learning, Teaching and Educational Research, Volume 19, Number 3 (2020)
https://www.ijlter.org/index.php/ijlter/article/view/1936

From the abstract:
"This study aims to explore whether the increase in pedagogical training has had any effect on new teachers’ experiences. We consider first teaching experiences to be crucial for a teacher’s career and the development of the environment’s pedagogical culture. We hypothesised that even if new faculty begin their teaching career without any formal pedagogical training, due to the changed pedagogical culture within faculties, they receive more support from their colleagues than their peers did 10 or 20 years ago. In this study, teachers with different amounts of teaching experience were asked to describe their first teaching experiences to get an overall picture of topical issues (Study A). Then, a larger sample was collected to shed more light on the assumed change in teaching cultures (Study B)."