Institutional strategies and support for teachers' professional development
the case of Portuguese polytechnic institutes
DOI:
https://doi.org/10.35699/2237-5864.2023.41658Keywords:
teachers' professional development, polytechnic higher education in Portugal, Bologna process, higher education pedagogyAbstract
Teachers' professional development is fundamental to promote the quality of higher education in contemporary times. The access to a plurality (formal and informal) of professional learning opportunities should not depend solely on the motivation and initiative of the university lecturer, but should be assumed as a collective responsibility in higher education institutions. Based on these assumptions, the article aims to analyze the strategies and supports for pedagogical training and professional development present in the projects of public polytechnic higher education institutions in Portugal. From a methodological perspective, in this study, we adopted documentary research and considered as corpus the institutional documents published online. The results obtained reveal that the attention given to the topic of pedagogical training emphasizes initiatives aimed at developing skills in the area of technology and collaboration between peers. Although these initiatives appear to be relevant in contemporary times, it can still be concluded that there are few institutional measures to promote professional development centered on the pedagogical training of academics.
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