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.
Downloads
References
ALMEIDA, Marta Mateus. Desenvolvimento profissional e perfis de orientação pedagógica na docência no ensino superior. SISYPHUS Journal of Education, Lisboa, v. 6, n. 3, p. 53-75, out. 2018. DOI: http://doi.org/10.25749/sis.15275.
ALMEIDA, Marta Mateus. Formação pedagógica e desenvolvimento profissional no ensino superior: perspetivas de docentes. Revista Brasileira de Educação, Rio de Janeiro, v. 25, p. 1-22, mar. 2020. DOI: http://doi.org/10.1590/s1413-24782019250008. DOI: https://doi.org/10.1590/s1413-24782019250008
ALMEIDA, Marta Mateus. Desenvolvimento Profissional Docente no Ensino Superior: Anatomia de um Conceito. In: ALVES, Mariana Gaio (coord.). Pedagogia no ensino superior: a (in)visibilidade do trabalho docente. (Coleção Forças de Mudança em Educação). Lisboa: Instituto de Educação, Universidade de Lisboa, 2021. p. 49-67. Disponível em: http://repositorio.ul.pt/bitstream/10451/50710/1/FME_PedagogiaEnsSuperior_EBOOK.pdf. Acesso em: 26 set. 2022.
ALVES, Mariana Gaio. A (in)visibilidade do trabalho docente dos académicos. Revista Techniques, Methodologies and Quality, Número Especial – Processo de Bolonha. 2020. Disponível em: http://publicacoes.riqual.org/wp-content/uploads/2023/01/edesp1_20_57_68.pdf. Acesso em: 26 set. 2022.
BEHRENS, Marilda Aparecida; JUNGES, Kelen dos Santos. Formação pedagógica na docência universitária: o que pensam professores pesquisadores portugueses. Revista Diálogo Educacional, Curitiba, v. 18, n. 56, p. 186-208. 2018. DOI: http://doi.org/10.7213/1981-416X.18.056.AO01. DOI: https://doi.org/10.7213/1981-416X.18.056.AO01
BOWEN, Glenn A. Document Analysis as a Qualitative Research Method. Qualitative Research Journal, v. 9, n. 2, p. 27-40. 2009. DOI: http://doi.org/10.3316/QRJ0902027. DOI: https://doi.org/10.3316/QRJ0902027
COHEN, Louis; MANION, Lawrence; MORRISON, Keith. Research methods in education. 6. ed. New York: Routledge, 2007. DOI: https://doi.org/10.4324/9780203029053
CROSIER, David; PARVEVA, Teodora. The Bologna Process: its impact on higher education development in Europe and beyond. UNESCO: International Institute for Educational Planning, 2013.
CUNHA, Maria Isabel da. Qualidade da graduação: o lugar do assessoramento pedagógico como propulsor da inovação e do desenvolvimento profissional docente. Educar em Revista, Curitiba, n. 57, p. 17-31. 2015. DOI: http://doi.org/10.1590/0104-4060.42106. DOI: https://doi.org/10.1590/0104-4060.42106
FERNANDES, Domingos. Práticas de ensino e de avaliação de docentes de quatro universidades portuguesas. In: FERNANDES, Domingos et al. (org.), Avaliação, ensino e aprendizagem no ensino superior em Portugal e no Brasil: Realidades e perspetivas, v. 2. Lisboa: EDUCA, 2014, p. 97-136.
FLORES, Maria José Batista Pinto; OLIVEIRA, Benigna Maria de. Práticas pedagógicas e desenvolvimento profissional docente: O espaço institucional GIZ na UFMG como lugar de formação. Revista Educación Superior y Sociedad, Buenos Aires, v. 34, n. 1, p. 291-312, jun. 2022. DOI: http://doi.org/10.54674/ess.v34i1.523. DOI: https://doi.org/10.54674/ess.v34i1.523
GAST, Inken; SCHILDKAMP, Kim; VAN DER VEEN, Jan T. Team-based professional development interventions in higher education: A systematic review. Review of Educational Research, v. 87, n. 4, p. 736-767. 2017. DOI: http://doi.org/10.3102/0034654317704306. DOI: https://doi.org/10.3102/0034654317704306
INAMORATO DOS SANTOS, Andreia; GAUSAS, Simonas; MACKEVIČIŪTĖ, Raimonda; JOTAUTYTĖ, Aistė; MARTINAITIS, ŽILVINAS. Innovating professional development in higher education: an analysis of practices. Luxemburgo: Publications Office of the European Union, 2019. DOI: http://doi.org/10.2760/26224.
KENNEDY, Aileen. Models of continuing professional development: A framework for analysis. Journal of In-service Education, London, v. 31, n. 2, p 235-250. 2005. DOI: http://doi.org/10.1080/13674580500200277. DOI: https://doi.org/10.1080/13674580500200277
KWIEK, Marek. Changing European Academics - a comparative study of social stratification, work patterns and research productivity. New York: Routledge, 2019. DOI: https://doi.org/10.4324/9781351182041
LEBRUN, Marcel; DE KETELE, Jean-Marie. La pédagogie universitaire en Belgique francophone: un processus qui s’inscrit dans la durée. Revue internationale d’éducation de Sèvres, n. 80, p. 71-82, abr. 2019. DOI: http://doi.org/10.4000/ries.8201. DOI: https://doi.org/10.4000/ries.8201
MCCULLOCH, Gary; RICHARDSON, William. Historical research in educational settings. Open University Press, 2000.
NÓVOA, António; AMANTE, Lúcia. Em busca da liberdade. A pedagogia universitária do nosso tempo. REDU: Revista de Docência Universitária, Valencia, v. 13, n. 1, p. 21-34. 2015. Disponível em: http://polipapers.upv.es/index.php/REDU/issue/view/643. Acesso em: 26 set. 2022.
Ó, Jorge Ramos; ALMEIDA, Marta; VIANA, Joana; SANCHES, Tatiana; PAZ, Ana. Tendências recentes da investigação internacional sobre pedagogia do ensino superior: uma revisão de literatura. Revista Lusófona de Educação, Lisboa, n. 45, p. 205-221. 2019. DOI: http://doi.org/10.24140/issn.1645-7250.rle45.14. DOI: https://doi.org/10.24140/issn.1645-7250.rle45.14
RICHTER, Dirk; KUNTER, Mareike; KLUSMANN, Uta; LÜDTKE, Oliver; BAUMERT, Jürgen. Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, v. 27, n. 1, p. 116-126. 2011. DOI: http://doi.org/10.1016/j.tate.2010.07.008. DOI: https://doi.org/10.1016/j.tate.2010.07.008
TEICHLER, Ulrich. Teaching versus research: An endangered balance?. In: MACHADO-TAYLOR, Maria de Lourdes; SOARES, Virgílio Meira; TEICHLER, Ulrich (ed.), Challenges and options: The academic profession in Europe. Suiça: Springer, 2017. p. 11-28. DOI: https://doi.org/10.1007/978-3-319-45844-1_2
URBANO, Cláudia. A (id)entidade do ensino superior politécnico em Portugal: da Lei de Bases do Sistema Educativo à Declaração de Bolonha. Sociologia, Problemas e Práticas, n. 66, p. 95-115. 2011. Disponível em: http://journals.openedition.org/spp/461. Acesso em: 26 set. 2022.
XAVIER, Amanda Rezende Costa; LEITE, Carlinda. Mapeamento da formação pedagógica de docentes universitários nas universidades públicas portuguesas. Revista Lusófona de Educação, Lisboa, n. 45, p. 109-123. 2019. Disponível em: http://miar.ub.edu/issn/1645-7250. Acesso em: 26 set. 2022. DOI: https://doi.org/10.24140/issn.1645-7250.rle45.08
XAVIER, Amanda Rezende Costa; AZEVEDO, Maria Antónia Ramos de. Assessoria pedagógica universitária no contexto da universidade nova: mapeamento e reflexões. Educação em Revista, Belo Horizonte, v. 36, p. 1-23. 2020. DOI: http://doi.org/10.1590/0102-4698232232. DOI: https://doi.org/10.1590/0102-4698232232
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Susana Pinto Gomes, Mariana Gaio Alves
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.
Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Open access policy:
Revista Docência do Ensino Superior is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).
