Learning outcomes from a one-year long collaborative inquiry-oriented pedagogical training course for university lecturers were investigated in this study. The course was a long-term, process-oriented university pedagogical course with students from different disciplinary backgrounds, and it was based on the idea of a community of practice and collaborative inquiry learning. The focus of the course was designing learning environment, process facilitation and supporting structures, but the content was not determined in advance; instead, the students produced the content based on their experiences, shortfalls in their current teaching competence and knowledge, and also the educational development needs of their working environment. The follow-up data were collected through questionnaires with open-ended questions on different phases of the course; group electronic learning logs were used as complementary data. According to the results, the long-term collaborative inquiry-oriented pedagogical training achieved predefined learning outcomes even though the actual content of the course was not predetermined, and even went beyond them, especially in terms of empowerment.
The purpose of this study is to investigate Chinese university teachers' experiences of a Finnish university pedagogical workshop. The qualitative research data were collected from the participants' learning journals and feedback. The findings reveal that Western educational practices cannot be imported as such, but have to be adapted to the Chinese culture. In a multicultural training, participants may face challenges that remain unrecognized by the educators. Similarly, participants may expect educators to behave in a manner that is unfamiliar to the educators. In order to further develop worthwhile tools for teaching and learning in the Chinese context, there is a need for collaboration between educators and participants. The findings of this study have practical implications for higher education related to developing university pedagogical training in multicultural and multidisciplinary contexts. In particular, the study generates new information for pedagogical cooperation projects between Western and Chinese universities.
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