摘要：Quality of university teaching is becoming a big word in university documents and debates,together with quality assessment and quality assurance.Teaching for quality requires substantial changes in conceptions of teacher's role,especially a shift from the teacher as transmitter of knowledge to the teacher as facilitator of student learning.This is a prerequisite for changes in teaching approaches and student learning (from a reproductive to more meaningful orientation).Such changes are not easy to achieve as university teachers still perceive themselves mainly as researchers,their thinking about and training for the teaching role being negligible or completely absent.The study,carried out among former participants of staff development courses at the University of Ljubljana,has shown a relatively modest impact of courses on conceptions and actions,limited to more motivated teachers.University teachers' perceptions of incentives and obstacles when introducing changes in teaching have shown that students were regarded mostly as "allies" whereas departmental climate and circumstances in broader academic environment as obstacles.A more systemic approach is needed,aimed at improvement of teaching quality at university level.
其他摘要：V dokumentih in razpravah o univerzi se vse bolj podarja pomen kakovosti študija,hkrati z vrednotenjem in zagotavljanjem te kakovosti.Bolj kakovosten visokošolski pouk pa terja bistvene spremembe v pojmovanju učiteljeve vloge,zlasti premik od učitelja kot prenašalca znanja k učitelju kot spodbujevalcu študentovega učenja.Te spremembe so predpogoj za spreminjanje učnih metod in študija študentov iz reproduktivnega v bolj smiselno.Sprememb te vrste ni lahko doseči,saj se univerzitetni učitelji vidijo predvsem v vlogi raziskovalcev;zanemarljivo malo ali nič pa ne razmišljajo o svoji pedagoški vlogi in zanjo tudi niso deležni usposabljanja.Raziskava,izvedena med bivšimi udeleženci tečajev iz visokošolske didaktike na ljubljanski univerzi,je pokazala,da so imeli ti tečaji le rahel vpliv na pedagoško delo in še to pretežno pri bolj motiviranih posameznikih.Analiza spodbud in ovir,kot jih učitelji doživljajo,ko skušajo uvesti pozitivne spremembe v svoje delo s študenti,je pokazala,da vidijo študente predvsem kot "zaveznike" v tem procesu,oddelčno ozračje in okoliščine v širšem akademskem okolju pa kot ovire.Za izboljšanje kakovosti pedagoškega dela na univerzitetni ravni bi bil potreben bolj sistemski pristop.
关键词：conceptions of learning;university teaching;staff development;teaching quality;changes
