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

被引：8

作者：

Fernandes, Sandra ^{[1
,2
,3
]}

Araujo, Alexandra M. ^{[1
,2
]}

Miguel, Isabel ^{[1
,2
]}

Abelha, Marta ^{[4
,5
]}

机构：

[1] Portucalense Univ, Portucalense Inst Psychol I2P, P-4200072 Porto, Portugal

[2] Portucalense Univ, Dept Psychol & Educ, P-4200072 Porto, Portugal

[3] Univ Minho, Res Ctr Child Studies CIEC, P-4710057 Braga, Portugal

[4] Univ Aberta, LE D, P-1269001 Lisbon, Portugal

[5] Univ Coimbra, CEIS20, P-3004504 Coimbra, Portugal

来源：

EDUCATION SCIENCES | 2023年 / 13卷 / 03期

关键词：

higher education; pedagogical training; teacher professional development; university teachers; perceived impacts; teaching practices; MEDICAL TEACHERS; STAFF; PROGRAM;

D O I：

10.3390/educsci13030309

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：13

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