According to the Higher Education Ordinance, everyone appointed senior lecturer and professor at Swedish higher education institutions must demonstrate pedagogical expertise. At Örebro University, this also applies to lecturers. But what exactly is pedagogical expertise?
There is no fixed, agreed-upon definition at a national level, and far from all higher education institutions have pinpointed what the concept means. Örebro University is among those lacking a definition.
What does it mean to be pedagogically skilled? And how can we become more pedagogically skilled together? The following training materials provide you and your colleagues with the opportunity to explore this concept together and consider how you, as a group, can develop your teaching skills.
What exactly is pedagogical expertise?
Eric Borgström and Henric Bagerius discuss what distinguishes pedagogical expertise from teaching expertise.
What does it mean to be pedagogically skilled?
Henric Bagerius and Eric Borgström discuss different ways to develop teaching practices and improve pedagogical expertise.
The film discusses the article “What makes an expert university teacher?” by Esther van Dijk and her colleagues at Utrecht University.
What do lecturers, senior lecturers and professors at Örebro University think makes someone pedagogically skilled? Listen to what some of your colleagues have to say about pedagogical skills.
How can we develop our pedagogical expertise together?
The Centre for Academic Development has produced materials for a workshop series on pedagogical expertise that teaching teams, programme advisory boards, subject groups and divisions can use to explore the concept of pedagogical expertise and develop their teaching practices as a group. The materials describe a three-step process.
In the first step, participants collaboratively identify the aspects and dimensions of pedagogical expertise they wish to explore further. Then, in the second step, they collectively propose activities that will enhance their pedagogical expertise and positively impact teaching practices in the long term. In the third step, they follow up on previous activities, and the group decides how to continue working together to further develop their pedagogical expertise.
These training materials are aimed at course coordinators, programme coordinators, subject coordinators, heads of division, and other pedagogical leaders, providing participants with the opportunity to explore this concept as a group and consider how they can collectively develop their teaching practices.
