How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?

This study explores how the impact of a five ECTS professional development programme for university teachers affects their self-efficacy beliefs and teaching conceptions using mixed methods approach. For quantitative part study, participants completed pre-post surveys. From these surveys, we find that led to an overall significant increase in reported beliefs. A sub-sample ten participated qualitative part, which consists four phases: three reflective assignments interview. Individual demonstrate dominant conception each phase almost half it developed over time, moving from teacher-centered more student-centered conception. When examining collectively, groups are identified. Noteworthy is teacher credited as whole not specific aspect.