This document discusses research on the professional formation of teachers in higher education. It presents findings from multiple studies on programs that provide post-graduate certificates in teaching and learning. The studies found that these certificate programs had modest effects on satisfaction with teacher development. While participants started with high hopes, their positivity decreased over the course of the program. The benefits of the certificates were sometimes only apparent after completion when graduates could design course elements. The role of these certificate programs in teacher professional formation is examined.

8. Understanding values and practices in diverse locations Enhanced processes and environments for learning and development Mapping Review of planning documents and strategies Formal and informal conversations Staff development arrangements Information and participation Organisational stories and assumptions Organisational structures and environments Shared understandings of practice Participation Focus groups Sense-making conversations Dynamics of teaching and learning systems Activity groups Processes and systems Personal learning and development Useful ways of reflecting Autobiography Narrative Reflection and journals People and their stories Feedback from individuals Individual participant Anticipated outcome of inquiry Inquiry approaches Focus of inquiry Concepts of excellence in …

12. Design of empirical work Extended version of 1 st survey 167 current participants from 12 universities (two thirds come from original 8 universities) Second survey Summer 2006 Modified schedule from PiT and OU 23 of those who participated in e-interviews Phone interviews, April and May 2006 Modified schedule from PiT and OU 49 current, 32 past participants who replied to the first survey E-interviews, Spring 2006 Modified questionnaire used in PiT and OU 171 current, 73 past volunteers from 8 universities First survey, Autumn 2005 Tool Sample