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, Miguel, I., Abelha, Marta
Format: Article
Language: eng
Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Download full: http://hdl.handle.net/10400.2/13505
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 developmentThis 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.MDPIRepositório AbertoFernandes, SandraAraújo, AlexandraMiguel, I.Abelha, Marta2023-03-17T10:46:06Z2023-03-152023-03-15T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/13505enghttps://doi.org/10.3390/educsci13030309info: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:RCAAP2025-02-26T09:36:24Zoai:repositorioaberto.uab.pt:10400.2/13505Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-28T21:03:01.041498Repositórios 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
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
Miguel, I.
Abelha, Marta
author_role author
author2 Araújo, Alexandra
Miguel, I.
Abelha, Marta
author2_role author
author
author
dc.contributor.none.fl_str_mv Repositório Aberto
dc.contributor.author.fl_str_mv Fernandes, Sandra
Araújo, Alexandra
Miguel, I.
Abelha, Marta
dc.subject.por.fl_str_mv Higher education
Pedagogical training
Teacher professional development
topic Higher education
Pedagogical training
Teacher professional development
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 2023-03-17T10:46:06Z
2023-03-15
2023-03-15T00:00:00Z
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://doi.org/10.3390/educsci13030309
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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
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