Cathrine Tellefsen, Kristin Glørstad Tsigaridas, Andreas Görgen
Science teacher education can be a key to change toward a learning culture in higher education disciplinary departments. We show how science teacher students working as facilitators for teaching assistants can contribute to creating a culture for learning in introductory courses in mathematics, physics and biology. We use the student evaluations along with feedback from teaching assistants to show how the work has developed since 2015. We also show how the master theses of student teachers, when focused on teaching and learning in undergraduate courses, can foster development and growth in higher education.
