Abstract
The present paper studies the repercussion of pedagogic training on the teaching conceptions and beliefs within a group of novel teachers regarding the teaching activity and advantages contributed by training on their teaching practice. It is a case study in which 12 novel teachers, from different knowledge areas in the University of Barcelona (UB), have taken part. Results show that teachers taking part in the training course for university teaching have adopted more critical and reflexive approaches regarding both their own teaching practice and the prevailing teaching tradition in their faculties.

Key words author
Higher education, conceptions of teaching, beliefs, beginning teachers, teacher training.

Key words plus
Training of teachers, college teaching, teaching practice

Transference to practice
Results derived from the present research must be understood as contributions that describe and interpret the transference process of learning developed by a group of novel teachers within a course of pedagogic formation into their everyday teaching practice with the aim of assessing the received training and making decisions aimed at its improvement. More precisely, relevant information is contributed regarding teaching strengths, changes made to the practice and concrete proposals for improving the analyzed training program, from the viewpoint of course participants.