Reflections on acquired university teaching skills gathered over 20 years at Swedish and Norwegian universities

Abstract

This article is a self-analysis of how I have developed my higher education pedagogy during my 20 years as a teacher at universities in Sweden and Norway. My higher education pedagogical development has been gained through course development, course management, and students’ active learning methods, such as problem-based learning and the case method. This self-analysis examines and evaluates my educational experiences and knowledge development around interpreting teaching tasks. Working with students’ active learning methods, such as problem-based learning and the case method with small groups of students and following them over time, is the pedagogical work I have the best experience with. Working with students’ active learning methods allows me to follow the development of the student’s knowledge during the interaction with them.