Pedagogical Training of Higher Education Teachers and its Effects
This study aimed to analyse the consequences of the pedagogical training of higher education teachers reported in scientific literature in the context of the transformations associated with the Bologna Process. The post-Bologna period has been marked by significant structural and pedagogical change...
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| Format: | Article |
| Language: | English |
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Universidade de Lisboa
2025-06-01
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| Series: | Sisyphus |
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| Online Access: | https://revistas.rcaap.pt/sisyphus/article/view/39389 |
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| author | Andreia Veiga Tatiana Sanches Mariana Gaio Alves |
| author_facet | Andreia Veiga Tatiana Sanches Mariana Gaio Alves |
| author_sort | Andreia Veiga |
| collection | DOAJ |
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This study aimed to analyse the consequences of the pedagogical training of higher education teachers reported in scientific literature in the context of the transformations associated with the Bologna Process. The post-Bologna period has been marked by significant structural and pedagogical changes that required substantial adaptation to address the challenges of massification and increased student diversity. Pedagogical training has proven essential in fostering pedagogical innovations, updated assessment methods and the integration of emerging technologies while also contributing to developing professional teaching identity. This scoping review based on Clarke and Hollingsworth’s (2002) Interconnected Model of Professional Growth, examined three interconnected domains: pedagogical practices, student learning outcomes and teachers’ beliefs. The findings highlight the critical role of pedagogical training in improving teaching quality, enhancing the understanding of the teaching-learning process and strengthening teacher-student relationships. The study concludes that pedagogical training is essential for innovation and continuous improvement in higher education, emphasising the importance of policies prioritising professional development to meet current and future institutional demands.
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| format | Article |
| id | doaj-art-8cb0946de4fe4a97bb9478886cab7c49 |
| institution | DOAJ |
| issn | 2182-8474 2182-9640 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universidade de Lisboa |
| record_format | Article |
| series | Sisyphus |
| spelling | doaj-art-8cb0946de4fe4a97bb9478886cab7c492025-08-20T03:14:58ZengUniversidade de LisboaSisyphus2182-84742182-96402025-06-0113210.25749/sis.39389Pedagogical Training of Higher Education Teachers and its EffectsAndreia Veiga0Tatiana Sanches1Mariana Gaio Alves2UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020) UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020)UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020) This study aimed to analyse the consequences of the pedagogical training of higher education teachers reported in scientific literature in the context of the transformations associated with the Bologna Process. The post-Bologna period has been marked by significant structural and pedagogical changes that required substantial adaptation to address the challenges of massification and increased student diversity. Pedagogical training has proven essential in fostering pedagogical innovations, updated assessment methods and the integration of emerging technologies while also contributing to developing professional teaching identity. This scoping review based on Clarke and Hollingsworth’s (2002) Interconnected Model of Professional Growth, examined three interconnected domains: pedagogical practices, student learning outcomes and teachers’ beliefs. The findings highlight the critical role of pedagogical training in improving teaching quality, enhancing the understanding of the teaching-learning process and strengthening teacher-student relationships. The study concludes that pedagogical training is essential for innovation and continuous improvement in higher education, emphasising the importance of policies prioritising professional development to meet current and future institutional demands. https://revistas.rcaap.pt/sisyphus/article/view/39389teachers pedagogical trainingteachers’ professional developmenthigher education |
| spellingShingle | Andreia Veiga Tatiana Sanches Mariana Gaio Alves Pedagogical Training of Higher Education Teachers and its Effects Sisyphus teachers pedagogical training teachers’ professional development higher education |
| title | Pedagogical Training of Higher Education Teachers and its Effects |
| title_full | Pedagogical Training of Higher Education Teachers and its Effects |
| title_fullStr | Pedagogical Training of Higher Education Teachers and its Effects |
| title_full_unstemmed | Pedagogical Training of Higher Education Teachers and its Effects |
| title_short | Pedagogical Training of Higher Education Teachers and its Effects |
| title_sort | pedagogical training of higher education teachers and its effects |
| topic | teachers pedagogical training teachers’ professional development higher education |
| url | https://revistas.rcaap.pt/sisyphus/article/view/39389 |
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