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Compulsory higher education teacher training in Sweden - a nucleus for sholarship of teaching and learning

Sonesson, Anders LU and Lindberg-Sand, Åsa LU (2006) 6th Conference of the International Consortium for Educational Development, 2006
Abstract
In Sweden the HE Ordinance from 2002 states that lecturers, to get permanent positions, should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated and institutional practices varied. Lund University was appointed a three year project to develop the content of CHETT, a process which lead to the suggestion of a set of learning outcomes based in scholarship of teaching and learning (SoTL). In 2005, the Association of Swedish HE-institutions (SUHF) recommended all institutions to accept these outcomes.



At Lund University CHETT is designed to contribute to a two-fold aim: to develop the competence of individual teachers and the social context, or the culture, in... (More)
In Sweden the HE Ordinance from 2002 states that lecturers, to get permanent positions, should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated and institutional practices varied. Lund University was appointed a three year project to develop the content of CHETT, a process which lead to the suggestion of a set of learning outcomes based in scholarship of teaching and learning (SoTL). In 2005, the Association of Swedish HE-institutions (SUHF) recommended all institutions to accept these outcomes.



At Lund University CHETT is designed to contribute to a two-fold aim: to develop the competence of individual teachers and the social context, or the culture, in which the teachers operate. Principally, CHETT in Lund engages teachers in a scholarly inquiry into teaching and learning in their own teaching practice and field of knowledge, and can thus be viewed as a nucleus for SoTL. Furthermore, it provides a nexus for the practices of teachers, academic developers and educational researchers. Parallel to CHETT a number of initiatives have been taken to support the emergence and sustenance of an institutional culture of SoTL, such as conferences and workshops, and the introduction of pedagogical academies.



With the learning outcomes for CHETT now accepted by the Swedish institutions comes the prospect of a wide national SoTL arena. This situation excitingly enough coincides with the rapid implementation of the Bologna structure in Sweden, which also calls for a qualified and research-based exchange of teacher experiences at the national level. (Less)
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author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
SoTL
categories
Higher Education
conference name
6th Conference of the International Consortium for Educational Development, 2006
language
English
LU publication?
yes
id
7903e5ae-5b57-4f99-b898-253bd504bc4b (old id 1661074)
date added to LUP
2010-12-28 11:18:41
date last changed
2016-06-30 16:17:16
@misc{7903e5ae-5b57-4f99-b898-253bd504bc4b,
  abstract     = {In Sweden the HE Ordinance from 2002 states that lecturers, to get permanent positions, should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated and institutional practices varied. Lund University was appointed a three year project to develop the content of CHETT, a process which lead to the suggestion of a set of learning outcomes based in scholarship of teaching and learning (SoTL). In 2005, the Association of Swedish HE-institutions (SUHF) recommended all institutions to accept these outcomes. <br/><br>
<br/><br>
At Lund University CHETT is designed to contribute to a two-fold aim: to develop the competence of individual teachers and the social context, or the culture, in which the teachers operate. Principally, CHETT in Lund engages teachers in a scholarly inquiry into teaching and learning in their own teaching practice and field of knowledge, and can thus be viewed as a nucleus for SoTL. Furthermore, it provides a nexus for the practices of teachers, academic developers and educational researchers. Parallel to CHETT a number of initiatives have been taken to support the emergence and sustenance of an institutional culture of SoTL, such as conferences and workshops, and the introduction of pedagogical academies. <br/><br>
<br/><br>
With the learning outcomes for CHETT now accepted by the Swedish institutions comes the prospect of a wide national SoTL arena. This situation excitingly enough coincides with the rapid implementation of the Bologna structure in Sweden, which also calls for a qualified and research-based exchange of teacher experiences at the national level.},
  author       = {Sonesson, Anders and Lindberg-Sand, Åsa},
  keyword      = {SoTL},
  language     = {eng},
  title        = {Compulsory higher education teacher training in Sweden - a nucleus for sholarship of teaching and learning},
  year         = {2006},
}