Pedagogical training of new university professors : its short-term effects

Pedagogical training of new university professors : its short-term effects

• Louise Ménard, Université du Québec à Montréal, Canada

• Denis Bédard, Université de Sherbrooke, Canada

• Diane Leduc, Université du Québec à Montréal, Canada

• France Gravelle, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2017.413

Résumé

Many universities offer training to new professors to bring them to focus more on student learning than on the transmission of content, but does this training impact the practices of professors and how do these practices differ from those used by professors without training? This text presents the data collected during interviews with 17 new professors, 9 of whom are trained and 8 of whom are not. There does not seem to be any marked differences between the professors, but all use practices that move beyond transmission..

Abstract

Many universities offer training to new professors to bring them to focus more on student learning than on the transmission of content, but does this training impact the practices of professors and how do these practices differ from those used by professors without training? This text presents the data collected during interviews with 17 new professors, 9 of whom are trained and 8 of whom are not. There does not seem to be any marked differences between the professors, but all use practices that move beyond transmission..