From learning to implementing – a slow process?

Abstract

Every teacher at LTH has to go through five weeks of pedagogy training before they can start teaching. During this training, the teachers are taught that there are other ways of teaching different from the traditional lecture, which has scientific evidence to be very effective. Even though everyone receives this training, the authors have not experienced any alternative learning methods during their undergraduate studies at the faculty. Why is that?
In this report we conduct a survey among physics teachers to find why the traditional method is still dominant. Six different reasons were found out and each of them were discussed and challenged based on previous results. None of the causes were statistically dominant so it is not possible to point out a reason for unsuccessful transition to modern teaching.