Educating Scientists: Philosophy and Practice of University Pedagogy

Abstract

A large number of people are educated every year in universities and higher education institutions all over the world to gain competencies, skills and knowledge, with a view to contributing after graduation from several important positions, to the proper functioning of society and the improvement of its production and reproduction base. All of them come into contact with teachers in various roles; some of them delivering lectures or seminars, coordinating or helping them in laboratory activities, or supervising undergraduate and graduate course work and as examiners of their performance and knowledge. It is of immense interest to probe what kind of skills and competencies a university teacher should possess. This paper focuses on the role of the University as a knowledge producer, as well as an environment for education and training, based on sound scientific research and reflective experience. Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy and Didactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with a presentation of specific teacher training practices of faculty members applied in Sweden.