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224 LEARNING-CENTRED TEACHING IN HIGHER EDUCATION Scholarship of the Hungarian Academy of Science. Ihe main aims of these studies are the following: (1) developing a framework for learning-centred teaching and professional development and learning of university teachers (2) exploring Hungarian university teachers’ beliefs about teaching, teaching competencies, PDL (3) identifying those key areas in PDL of academics where changes can be initiated to shift to a more learning-centred higher education teaching practice. The results of these studies will contribute to design more evidence-based teaching and development projects in Hungarian higher education. The theoretical foundations of learning-centred teaching are described in two chapters. In the first one a learning-centred teaching framework is explained which consists of four pillars, namely (1) facilitating active, constructive learning of students (2) focusing on the development of students’ competencies and learning outcomes (3) supporting all students and (4) university teachers as learners. The other theoretical study deals with how university teachers as learners can be supported and identifies three main approaches and highlights the key positive effects and challenges of each. The three approaches are the following: supporting by pedagogical trainings, communities of practice, and scholarship of teaching and learning, A mixed methods research study was conducted with consecutive phases, moving from an exploratory approach to a more development-oriented phase. In the exploratory phase, narrative interviews were conducted with academics who were highly committed to teaching, then an online questionnaire was sent out to Hungarian university teachers. The sample of 1128 university teachers were representative by study areas, providers and regions in Hungary. Lastly, a designbased research was conducted focusing on pedagogical programmes for university teachers’ PDL at two faculties. The results of the qualitative study showed that even novice university teachers had a learning-centred teaching practice, but pedagogical awareness typically follows it later causing turning points in the experienced university teachers’ life. University teachers also develop further sub-identities e.g. developer, mentor, programme designer, organizational expert but learning and constructing these new identities are not well supported by higher education institutions. Developing special support for these emerging roles could be important next steps in higher education institutions. The questionnaire-based study showed that Hungarian university teachers’ beliefs about teaching are less learning-centred than their concepts about professional development and learning in which they find facilitating students’ learning as a key driver. Furthermore, constructive alignment of planning, teaching and assessment can be only identified in the information-centred teaching approach and none of the student-centred approaches. University teachers’ beliefs about
