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Questions to practise
How would you describe the way you teach?
They want to see your real teaching habits and how you help students learn in class.
Name one or two habits you really use. Then give a short example from a lecture or seminar. For example: I start each lecture with a question. Then students talk in small groups. Say why it helps students.
Tell me about a course you designed and why you built it that way.
They want to know if you can plan a course that works for students, and explain your choices.
Say who it was for, what you included and why, and how it went. Mention student feedback if you have it. If you have none yet, say what you noticed or plan to check next time.
What will you work on in your first few years here, and what are your first steps?
They need a lecturer with a clear and realistic research plan.
Name one clear topic. Give concrete next steps, like a paper, a project or a grant. If you have no grant yet, say what you plan to apply for. Short and specific is better than long and general.
How does your research link to your teaching?
Departments like lecturers whose research makes their courses stronger.
Give one clear link. Maybe you use your data in class, or students do a small project on your topic. One real example is enough. Show that both parts help each other.
How do you support students who are struggling?
Student support is a big part of a lecturer's job.
Describe what you do, step by step. For example: I meet them early and listen first. Then we make a small plan together. Mention that you guide them to other support in the university when needed.
How do you assess student work and give feedback?
They want to know if your assessment is fair and helps students improve.
Name one or two ways you assess, like essays, projects or short tests. Say how you give feedback, for example clear comments with one next step. Give a real example. If a question asks for an example, choose one real moment.
How would you teach a large or mixed-ability class?
Many classes are big, and students have different levels and needs.
Share one or two methods, like small group tasks, clear steps or extra materials for different levels. Give a real example if you can. Say how you check that all students understand.
How do you get students to take part in class?
They want to know how you keep students active and involved.
Share a method you use, like group work, short questions or small tasks. Add a real example and say how students reacted. If something did not work at first, say how you changed it.
How would you use technology or online tools in teaching?
Many courses use online platforms, videos or digital tasks.
Name one or two tools or methods you have used, like short videos, online quizzes or discussion boards. Say why they helped students. Keep it practical. If you have little experience, say what you would like to try.
Why do you want to work in this department?
They want to see real interest in their department, students and research.
Read about the department before the interview. Link one or two of their courses or research areas to your own work. Say what you could add. Be honest and specific, not general.
Let me give you an example from my teaching.
Clara
AI coach
Leo
AI coach
Lines to try
Let me give you an example from my teaching.
One reason I chose this approach was...
What I would change next time is...
In my experience...
My next research step is to...
That is a good question. Let me think for a moment.
Common questions
My English is not perfect. Is that a problem?
Clear and simple English works well in an interview. Short sentences are fine. Speak slowly and give real examples. If you do not understand a question, you can ask the interviewer to repeat it. This is normal and polite.
What if I have not designed a full course?
You can talk about a course you changed or improved. For example, a new set of seminars, new tasks or a new reading list. Say who it was for, what you changed and why, and how it went.
How long should my answers be?
Aim for about one to two minutes for most answers. Start with your main point. Then give one real example. Stop when the point is clear. The interviewer can ask more questions if they want details.