edagogical awareness is sometimes equalled either to knowledge of the contents and discipline or, more often, to pedagogical measures. It is much more: it refers to teachers' interpretations and transformations of subject-matter knowledge in the context of facilitating student learning, not to speak of adding the teachers' self-knowledge and self-development. In doing so it encompasses understanding of common learning conditions. Having those ideas as a starting point, this study tries to analyze the writings of university employed teachers to see how they experienced and recollected their actions during teacher education and after that. The aim was to add the knowledge of the effectiveness of university teachers' pedagogical education and consider the possibilities of continuous promotion of academic teaching competence in higher education communities.

This report is based on the interviews of certified teachers (2017) and introduces some of their statements from 2008 and 2009 to provide material for a longitudinal study. The conceptions were examined through the domains of personal, task, process and professional awareness. The outcomes show that the teachers had even at the beginning a reasonable view of the profession. They began to understand their responsibilities to society and interest groups more consciously.