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TRAMES. A Journal of the Humanities and Social Sciences
ISSN 1736-7514 (Electronic)
ISSN 1406-0922 (Print)
Impact Factor (2020): 0.5


Full article in PDF format | DOI: 10.3176/tr.2013.4.03

Laura Hirsto, Maija Lampinen, Maire Syrjäkari


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.


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