You will learn how to find relevant literature, adapt it to your context, implement activities, and evaluate them. Additionally, you will receive concrete tips and advice on how to proactively continue your own development as a teacher after the course.
Imagine you are a teacher who notices that many students struggle to understand complex concepts in your field. Despite your efforts and various teaching methods, results lag behind. This can be frustrating for both you and your students. Now, imagine you decide to become a research-based teacher. You start reading scientific literature on effective teaching methods for your field. You discover new strategies and techniques that have been proven effective. You apply these insights in your teaching and start systematically collecting data on your students' learning outcomes. Over time, you see a significant improvement in your students' performance and understanding. They are more engaged, ask more questions and achieve better results.
Do you want this too?
In this course, we offer insights and tools from the literature on evidence-based teaching that you can use to improve your teaching practice. You learn to frame your own ideas, wishes, challenges or problems in education in such a way that you can find literature about them. You then learn to value that literature for your context: to what extent are which findings interesting to you? From that preliminary work, you adapt the theory to fit you, your students, and your context. As a research teacher, you are then naturally curious to know how it works out, so you consider evaluation methods that will give you insight into that.
For whom?
Teachers and other educational professionals working with students. This course is particularly interesting for those who have not yet obtained their UTQ. This course prepares them well for that. For lecturers who already have their UTQ, this course may also be of interest, as they will receive dedicated time and guidance to delve into their own teaching practice and thus work on their own development.
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