Can Pedagogical Training lead to a Change in the Conceptions of Learning and Teaching of Junior University Teachers ?
In this study, we analyse the evolution of learning and teaching conceptions of junior university teachers at the end of a workshop on university teaching and learning. We use data collected during various training sessions at Université de Bourgogne, France. Factor analyses show that conceptions upon entering and completing the workshop vary. Variations are linked to academic disciplines, experience, and professional aspirations of teachers. Participants claim to have changed conceptions when completing the workshop. In fact, if the workshop tends to change the focus and enrich the view point of all participants, those with nuanced and learner-centered perspectives are more influenced by it.