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Teacher professional development in higher education: the impact of pedagogical training perceived by teachers
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Orientador(es)
Resumo(s)
This paper aims to analyze the impact of a pedagogical training program aimed to promote
teacher professional development in a higher education institution in Portugal. Based on a mixedmethods
approach, the study evaluates the satisfaction of 36 higher education teachers with the
pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching
practices, conceptions, and professional development. The results from the questionnaires applied to
participants, including multiple choice questions and open-ended answers, indicate high satisfaction
with the implemented training program. Based on this case study, the authors discuss the implications
of findings for teacher professional development and identify key characteristics for the design of
successful pedagogical training programs in higher education.
Descrição
Palavras-chave
Higher education Pedagogical training Teacher professional development
Contexto Educativo
Citação
Fernandes, S.; Araújo, A.M.; Miguel, I.; ABELHA, M. (2023). Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers. Education Sciences, 13, 309. https://doi.org/10.3390/educsci13030309
Editora
MDPI