University pedagogy studies at UEF – Developing teaching through pedagogical education

Written by: Sanna Väisänen, University Lecturer, [email protected] and Venla Hiltunen, Academic Affairs Specialist, [email protected]

From curriculum process to practice

The 60-credit university pedagogy studies for staff at the University of Eastern Finland have been offered at UEF since autumn 2024.

The process of designing the curriculum for the university pedagogy studies began in spring 2024, when the team gathered for a brainstorming session to discuss which university pedagogical themes should be included in the studies. Through collaborative discussions, a foundation was built for the courses and their placement within the basic and intermediate studies. The planning process was also guided by the idea that the basic studies are open to all UEF employees who have teaching or supervision duties, whereas admission to the intermediate studies is based on a separate application process and aptitude test. The first two courses in the basic studies are offered in both Finnish and English, while the remaining courses are taught in Finnish.

The key pedagogical principles that emerged to guide both the curriculum work and the studies themselves were constructive alignment, collaborative and interactive learning, and a strong research-based approach. We continuously assess and develop the curriculum based on course feedback, our own experiences, and discussions within the team. This enables us to support the long-term professional development of those teaching at our university in the best possible way.

University pedagogy studies at UEF

The 60-credit university pedagogy studies form a coherent and progressively structured programme in which pedagogical competence develops step by step from the basic studies to the intermediate studies. The studies guide participants to examine and develop their own teaching and pedagogical expertise through a research-based approach.

The basic studies (25 credits) focus on the key concepts and theories of higher education teaching and learning. The studies provide tools for understanding different conceptions of learning and teaching and for applying them in the planning and implementation of teaching. Key themes include the constructive alignment of teaching and assessment, student guidance and supervision, and perspectives related to diversity and well-being. The basic studies also involve systematic reflection on participants’ own teaching and teacher identity. The basic studies include supervised teaching practice, which supports the development of pedagogical thinking already at the early stages of the studies, as theoretical perspectives are applied to the participants’ own teaching and supervision.

The intermediate studies (35 credits) deepen and broaden pedagogical competence. Key themes include assessment that supports learning and competence development, pedagogical leadership and curriculum work, changing learning environments and digitalisation, and university pedagogical research as a means of developing teaching within participants’ own discipline. Teaching practice also plays a central role in the intermediate studies. The teaching practice is carried out both within the participants’ own discipline and partly in adult education or international contexts outside the university.

The entire 60-credit programme is united by the idea of the teacher as a reflective and active developer of teaching. In the studies, theory, research, and practical teaching are closely integrated, supporting long-term pedagogical development at both the individual and university community levels.

What is studying like in practice?

The starting points for studying and learning in our courses are a research-based approach, active learning, interaction, and the collaborative exploration of pedagogical questions. Many courses provide opportunities to discuss and exchange ideas with colleagues across faculty and disciplinary boundaries. In this way, interaction also broadens participants’ perspectives. Peer group work becomes particularly concrete in teaching practice, where participants, for example, work in small groups and give peer feedback.

Reflective development of participants’ pedagogical thinking and teaching is at the core of the studies. For example, teaching practice offers concrete opportunities to develop both their teacher identity and course design. Teaching practice begins with smaller-scale teaching and supervision activities, progresses towards broader responsibility for a course, and culminates in a teaching experience in a context outside the university. Each teaching practice is characterised by reflection on participants’ own actions, making their thinking visible, and discussions with peers. A concrete outcome of the development of participants’ pedagogical thinking is the Reflection on the Development of Pedagogical Thinking (PAKER) assignment. Its purpose is to direct participants’ attention to their own actions not only through timely reflection during the teaching practice but also through compiling and synthesising their experiences at the end of the practice. In this way, the assignment supports the development of reflective teaching and continuous development of their work.

A research-based approach is embedded throughout the studies, both in the course content and in the conceptualisation of participants’ own thinking and actions by integrating theory and practice. In addition, participants become familiar with the field of university pedagogy research by conducting a small-scale interview study and by developing their skills in conducting broader pedagogical research in a course within the intermediate studies. This provides them with the competence to carry out pedagogical research in the future within their own discipline and in relation to their own teaching.

What do university pedagogy studies offer to teachers and the university community?

University pedagogy studies support teachers in the research-based and reflective development of their teaching work. The studies strengthen teachers’ ability to plan, implement, and assess teaching in ways that are pedagogically aligned, ethically grounded, and supportive of student learning. Making pedagogical thinking explicit and drawing on research evidence help teachers justify their pedagogical choices and develop their teaching over time.

For teachers, the studies provide the competence to act as developers of teaching and as pedagogical experts within their own disciplines and more broadly in the university community. From the perspective of the university community, the studies strengthen shared pedagogical dialogue and a culture of teaching development. For example, competence related to curriculum work, assessment, and pedagogical leadership supports the continuous development of teaching in faculties and promotes the quality of teaching at a structural level.