Teacher professional development in higher education: The impact of pedagogical training perceived by teachers

Bibliographic Details
Main Author: Miguel, Isabel
Publication Date: 2023
Other Authors: Fernandes, Sandra, Abelha, Marta, Araújo, Alexandra M.
Format: Article
Language: eng
Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Download full: http://hdl.handle.net/11328/4713
https://doi.org/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 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.
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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 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.MDPI - Multidisciplinary Digital Publishing Institute2023-03-15T14:33:22Z2023-03-152023-03-15T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfFernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Educational Sciences, 13(3), 309, 1-13. https://doi.org/10.3390. Repositório Institucional UPT. http://hdl.handle.net/11328/4713http://hdl.handle.net/11328/4713Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Educational Sciences, 13(3), 309, 1-13. https://doi.org/10.3390. Repositório Institucional UPT. http://hdl.handle.net/11328/4713http://hdl.handle.net/11328/4713https://doi.org/doi.org/10.3390/ educsci13030309eng2227-7102 (Electronic)https://www.mdpi.com/2227-7102/13/3/309http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessMiguel, IsabelFernandes, SandraAbelha, MartaAraújo, Alexandra M.reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiainstacron:RCAAP2025-01-09T02:11:39Zoai:repositorio.upt.pt:11328/4713Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-28T19:30:33.955708Repositórios 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
Miguel, Isabel
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 Miguel, Isabel
author_facet Miguel, Isabel
Fernandes, Sandra
Abelha, Marta
Araújo, Alexandra M.
author_role author
author2 Fernandes, Sandra
Abelha, Marta
Araújo, Alexandra M.
author2_role author
author
author
dc.contributor.author.fl_str_mv Miguel, Isabel
Fernandes, Sandra
Abelha, Marta
Araújo, Alexandra M.
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 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.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-15T14:33:22Z
2023-03-15
2023-03-15T00:00:00Z
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 Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Educational Sciences, 13(3), 309, 1-13. https://doi.org/10.3390. Repositório Institucional UPT. http://hdl.handle.net/11328/4713
http://hdl.handle.net/11328/4713
Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Educational Sciences, 13(3), 309, 1-13. https://doi.org/10.3390. Repositório Institucional UPT. http://hdl.handle.net/11328/4713
http://hdl.handle.net/11328/4713
https://doi.org/doi.org/10.3390/ educsci13030309
identifier_str_mv Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: The impact of pedagogical training perceived by teachers. Educational Sciences, 13(3), 309, 1-13. https://doi.org/10.3390. Repositório Institucional UPT. http://hdl.handle.net/11328/4713
url http://hdl.handle.net/11328/4713
https://doi.org/doi.org/10.3390/ educsci13030309
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2227-7102 (Electronic)
https://www.mdpi.com/2227-7102/13/3/309
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI - Multidisciplinary Digital Publishing Institute
publisher.none.fl_str_mv MDPI - Multidisciplinary Digital Publishing Institute
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
instacron:RCAAP
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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