Abstract
This article aims to analyze the impact of the training experience of university lecturers focusing on its effectiveness for their personal and professional development. Applying mixed-methods research, it examines the experiences and overall performance of university lecturers in the role of teacher trainers based on instructional scaffolding approach. Data collection for the analyses involves the questionnaire survey including open-ended and close-ended questions that provide statistical insights into their instructional practices as trainers. The analysis of the survey held among the participants of the project show the high level of satisfaction with the training experience. The data of the survey help to understand better the challenges of university lecturers who were assigned the role of teacher trainers and experienced professional transformation. Based on the research, the authors identify possible implications and opportunities of meaningful professional development of university lecturers through the experience of training secondary school teachers.