In the Faculty of Science and Engineering at the University of Groningen, PhD students provide lectures, tutorials, lab classes, and supervision to groups of and individual (research and design) projects conducted by Bachelor’s and Master’s students. in addition to their research and study. This has created a need for supporting the development of the PhD students’ competence that can make them capable in providing high quality teaching and supervision. As a result, a course “Teacher training for PHDs” is offered to support Ph.D. students in developing their expertise in designing effective learning environments and continuously improving their teaching and supervision practice.
The “Teacher training for PhDs” course was designed in order to support PhD-students in creating learning environments that support their students in achieving the learning objectives using the best information, activities, resources and tools available. Hence, here we focus on the research-informed teaching aspect of the evidence use. Accordingly, the course activities were designed to support this goal on the benefit of using the information drawn from research and how to use this information to improve their teaching strategies.
The PhD students are able to……..
- Problematize and question your teaching practice
- Find possible strategies using external information resources to support student learning
- Design a substantiated learning environment embedding a synthesis of these possible strategies
- Generate new information systematically about the effectiveness of the learning environment in order to support student learning in the context of FSE
- Make this new information explicit and share it with colleagues so they can use it to improve their teaching practice as well.
CASE STUDY VIDEO
This is a video that summarises the case study.
See how we used the Engeström cycle in this case.
Access the case study materials.