Please use this identifier to cite or link to this item:
https://hdl.handle.net/10316/113023
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Fernandes, Sandra | - |
dc.contributor.author | Araújo, Alexandra M. | - |
dc.contributor.author | Miguel, Isabel | - |
dc.contributor.author | Abelha, Marta | - |
dc.date.accessioned | 2024-02-05T16:31:08Z | - |
dc.date.available | 2024-02-05T16:31:08Z | - |
dc.date.issued | 2023 | - |
dc.identifier.issn | 2227-7102 | pt |
dc.identifier.uri | https://hdl.handle.net/10316/113023 | - |
dc.description.abstract | 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. | pt |
dc.language.iso | eng | pt |
dc.publisher | MDPI | pt |
dc.rights | openAccess | pt |
dc.subject | higher education | pt |
dc.subject | pedagogical training | pt |
dc.subject | teacher professional development | pt |
dc.subject | university teachers | pt |
dc.subject | perceived impacts | pt |
dc.subject | teaching practices | pt |
dc.title | Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers | pt |
dc.type | article | - |
degois.publication.firstPage | 309 | pt |
degois.publication.issue | 3 | pt |
degois.publication.title | Education Sciences | pt |
dc.peerreviewed | yes | pt |
dc.identifier.doi | 10.3390/educsci13030309 | pt |
degois.publication.volume | 13 | pt |
dc.date.embargo | 2023-01-01 | * |
uc.date.periodoEmbargo | 0 | pt |
item.openairetype | article | - |
item.fulltext | Com Texto completo | - |
item.languageiso639-1 | en | - |
item.grantfulltext | open | - |
item.cerifentitytype | Publications | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
crisitem.author.researchunit | CEIS20 - Centre of 20th Century Interdisciplinary Studies | - |
crisitem.author.orcid | 0000-0001-7105-3722 | - |
Appears in Collections: | I&D CEIS20 - Artigos em Revistas Internacionais |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
education-13-00309.pdf | 298.91 kB | Adobe PDF | View/Open |
Page view(s)
74
checked on Jul 17, 2024
Download(s)
15
checked on Jul 17, 2024
Google ScholarTM
Check
Altmetric
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.