Exploring the variation of educational developers’ teaching-related perceptions in higher education

Abstract

The study explored educational developers’ (N = 100) teaching-related perceptions in Finnish higher education through questionnaire data. The results indicated that the higher the levels of interactive and organised approaches to teaching, combined with low levels of transmissive and uncertain approaches to teaching, the more positive the perceptions of teaching-related self-efficacy beliefs, collegial support for teaching, and the experienced relevance of teaching seemed to be. The study highlights the importance of acknowledging different elements that contribute to the practices and development of pedagogical experts working in the enhancement of learning and teaching in higher education. Paying attention to educational developers’ approaches to teaching and related elements can contribute to the quality of pedagogical development initiatives in higher education.