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Browsing by Issue Date, starting with "2022-09-02"

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  • The professional development of doctoral supervisors through an international lens
    Publication . Casanova, Diogo; Huet, Isabel; Garcia, Fabianne
    This chapter aims to explore the different nuances that exist in the professional development of doctoral supervisors worldwide by reflecting on the data collected through a literature review. The discussion is also informed by the personal experiences of the authors as international doctoral supervisors and upon experiences drawn from delivering training for doctoral supervisors in the UK and Portugal. The authors introduce the concept and relevance of professional development in higher education, present the methodology of the study and explore what has been written in the literature about the professional development of doctoral supervisors. Lastly, the authors discuss the case of Brazil in more detail and present the next steps of this research. This conceptual chapter, which emerges from the literature review and autobiographical writing, sheds light on the future of professional development by reinforcing a conversational enquiry approach where learning occurs in the workplace and in communities of practice and where learning emerges as instrumental, dialogic, and self-reflective.
    2022-09-02Book part Restricted access Show more
  • Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions
    Publication . Lozano, Rodrigo; Barreiro-Gen, María; D'amato, Dalia; Gago-Cortés, Carmen; Favi, Claudio; Martins, Ricardo Jorge de Albuquerque; Mónus, Ferenc; Caeiro, Sandra; Benayas Del Alamo, Javier; Caldera, Helessage Tharanga Savindi; Bostanci, Sevket Can; Djekic, Ilija; Moneva, Jose M.; Sáenz, Orlando; Awuzie, Bankole; Gladysz, Bartlomiej
    There has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.
    2022-09-02Journal article Open access Show more