Becoming a university teacher has not necessarily a prerequisite of pedagogical preparation. That’s why the pedagogical competence of university teacher is often based on interpretation of experience.
Experience is at the heart of human learning (Jarvis 2011),  but experience alone would not suffice, as learning will only take place after experience is interpreted. We learn from the meaning that we give to our experience (Mezirow, 1991). It means that the learning from the experience is depending on the fact, how much the experience is noticed and reflected afterall (Marienau 1999).
The value of reflection lies in its potential for constructing knowledge from experience (McAlpine & Weston, 2000) and linking thinking and action (McAlpine, Weston, Beauchamp, Wiseman & Beauchamp, 1999).
At the same time the learning from experiences of university teachers can be not necessarily effective, because interepretation of experiences is individual and perhaps fragmentary. Methods effective in one situation may prove inappropriate in another (Jarvis, 2004). The learning from experience can also depend on the ability to reflect, the interest and motivation of the individual but as well it can depend on the influence of the workplace environment of the university teacher.
In the current presentation we focus on the question, how novice university teachers are describing their experiences and how they interpret these experiences as the source of their learning.

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