Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers

Bibliographic Details
Main Author: Fernandes, Sandra
Publication Date: 2023
Other Authors: Araújo, Alexandra M., Miguel, Isabel, Abelha, Marta
Format: Article
Language: eng
Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Download full: https://hdl.handle.net/10316/113023
https://doi.org/10.3390/educsci13030309
Summary: 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 mixed- methods 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.
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spelling Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachershigher educationpedagogical trainingteacher professional developmentuniversity teachersperceived impactsteaching practicesThis 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 mixed- methods 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.MDPI2023info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://hdl.handle.net/10316/113023https://hdl.handle.net/10316/113023https://doi.org/10.3390/educsci13030309eng2227-7102Fernandes, SandraAraújo, Alexandra M.Miguel, IsabelAbelha, Martainfo:eu-repo/semantics/openAccessreponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiainstacron:RCAAP2024-02-05T16:31:08Zoai:estudogeral.uc.pt:10316/113023Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-29T06:05:36.322834Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiafalse
dc.title.none.fl_str_mv Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
title Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
spellingShingle Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
Fernandes, Sandra
higher education
pedagogical training
teacher professional development
university teachers
perceived impacts
teaching practices
title_short Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
title_full Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
title_fullStr Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
title_full_unstemmed Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
title_sort Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
author Fernandes, Sandra
author_facet Fernandes, Sandra
Araújo, Alexandra M.
Miguel, Isabel
Abelha, Marta
author_role author
author2 Araújo, Alexandra M.
Miguel, Isabel
Abelha, Marta
author2_role author
author
author
dc.contributor.author.fl_str_mv Fernandes, Sandra
Araújo, Alexandra M.
Miguel, Isabel
Abelha, Marta
dc.subject.por.fl_str_mv higher education
pedagogical training
teacher professional development
university teachers
perceived impacts
teaching practices
topic higher education
pedagogical training
teacher professional development
university teachers
perceived impacts
teaching practices
description 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 mixed- methods 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/10316/113023
https://hdl.handle.net/10316/113023
https://doi.org/10.3390/educsci13030309
url https://hdl.handle.net/10316/113023
https://doi.org/10.3390/educsci13030309
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2227-7102
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
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instname_str FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
instacron_str RCAAP
institution RCAAP
reponame_str Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
collection Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
repository.name.fl_str_mv Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
repository.mail.fl_str_mv info@rcaap.pt
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