The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.

中文翻译：

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短期在线教学培训对高校教师教学情境解释的影响

这项研究的目的是探讨短期的在线教学法课程能否对大学教师对教学环境的解释产生影响。在参加简短的在线教学培训计划之前和之后，共有66位参与者对两个简短的视频剪辑进行了口译，分别描述了以内容为中心的老师和以学习为中心的老师。培训成功地将参与者的解释从知识传播的观点转变为学习的促进性观点。该结果表明，即使是简短的在线培训课程也可能会影响参与者对教学环境的理解，尤其是当参与者对教学的经验不足时。因此，