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Advisor(s)
Abstract(s)
This paper draws upon a broader piece of research aiming at
investigating the perceptions of university teachers about the quality of
pedagogy in higher education and their professional development. Data
were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the
importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to
engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far
as their teaching activity is concerned. However, those who revealed greater
satisfaction with teaching valued more the quality of pedagogy in general.
Also, those who feel good in relation to teaching value more the principles of
interaction, democratization and negotiation with the students. Implications of
the findings are discussed.
Description
Keywords
Higher education Pedagogy Professional Development Teaching
Pedagogical Context
Citation
Veiga-Simão, A. M., Flores, M. A., Barros, A., Fernandes, S., & Mesquita, D. (2015). Perceptions of university teachers about teaching and the quality of pedagogy in higher education: A study in Portugal. Infancia y Aprendizaje: Journal for the Study of Education and Development, 38(1), 102-143. https://doi.org/10.1080/02103702.2014.996408
Publisher
Routledge