Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Docência do Ensino Superior (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/rdes/article/view/41658 |
Resumo: | 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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Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutesEstrategias y apoyos institucionales al desarrollo profesional docente: el caso de los institutos politécnicos portuguesesEstratégias e apoios institucionais ao desenvolvimento profissional docente: o caso dos institutos politécnicos portuguesesdesenvolvimento profissional docenteensino superior politécnico portuguêsprocesso de Bolonhapedagogia do ensino superiordesarrollo profesional docenteeducación superior politécnica en Portugalproceso de Boloniapedagogía de la educación superiorteachers' professional developmentpolytechnic higher education in PortugalBologna processhigher education pedagogyTeachers' 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.El desarrollo profesional docente es fundamental para promover la calidad de la educación superior en la contemporaneidad. El acceso a la pluralidad de oportunidades (formales e informales) de aprendizaje profesional no debe depender únicamente de la motivación e iniciativa del docente universitario, sino que debe asumirse como responsabilidad colectiva en las instituciones de educación superior. Partiendo de estas premisas, el artículo se propone analizar las estrategias y los apoyos a la formación pedagógica y al desarrollo profesional docente presentes en los proyectos de las instituciones públicas de la educación superior politécnica en Portugal. Desde el punto de vista metodológico, en este trabajo adoptamos la investigación documental, tomando como corpus del estudio los documentos institucionales publicados online. Los resultados obtenidos demuestran que la atención atribuida al tema de la formación pedagógica enfatiza iniciativas dirigidas al desarrollo de competencias en el área de las tecnologías y de la colaboración entre pares. Aunque estas iniciativas se presentan como pertinentes en la contemporaneidad, todavía se concluye que son escasas las medidas institucionales que promuevan el desarrollo profesional centrado en la formación pedagógica de los académicos.O desenvolvimento profissional docente é essencial para promover a qualidade do ensino superior na contemporaneidade. O acesso à pluralidade de oportunidades (formais e informais) de aprendizagem profissional não deve depender apenas da motivação e iniciativa do docente universitário, devendo antes ser assumida como responsabilidade coletiva nas instituições de ensino superior. Com base nestes pressupostos, o artigo se propõe a analisar as estratégias e apoios para a formação pedagógica e desenvolvimento profissional docente patentes em projetos das instituições públicas de ensino superior politécnico em Portugal. Do ponto de vista metodológico, neste estudo adotamos a pesquisa documental e consideramos como corpus os documentos institucionais publicados online. Os resultados obtidos revelam que a atenção atribuída ao tema da formação pedagógica enfatiza iniciativas dirigidas ao desenvolvimento de competências na área das tecnologias e promoção da colaboração entre pares. Muito embora estas iniciativas se apresentem como pertinentes na contemporaneidade, ainda assim se conclui que são escassas as medidas institucionais que promovem o desenvolvimento profissional centrado na formação pedagógica dos acadêmicos.Universidade Federal de Minas Gerais2023-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/4165810.35699/2237-5864.2023.41658Revista Docência do Ensino Superior; Vol. 13 (2023); 1-19Revista Docência do Ensino Superior; Vol. 13 (2023); 1-19Revista Docência do Ensino Superior; v. 13 (2023); 1-192237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/41658/39231Copyright (c) 2023 Susana Pinto Gomes, Mariana Gaio Alveshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPinto Gomes, SusanaGaio Alves, Mariana2023-11-24T14:36:44Zoai:periodicos.ufmg.br:article/41658Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-11-24T14:36:44Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes Estrategias y apoyos institucionales al desarrollo profesional docente: el caso de los institutos politécnicos portugueses Estratégias e apoios institucionais ao desenvolvimento profissional docente: o caso dos institutos politécnicos portugueses |
title |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
spellingShingle |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes Pinto Gomes, Susana desenvolvimento profissional docente ensino superior politécnico português processo de Bolonha pedagogia do ensino superior desarrollo profesional docente educación superior politécnica en Portugal proceso de Bolonia pedagogía de la educación superior teachers' professional development polytechnic higher education in Portugal Bologna process higher education pedagogy |
title_short |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
title_full |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
title_fullStr |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
title_full_unstemmed |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
title_sort |
Institutional strategies and support for teachers' professional development: the case of Portuguese polytechnic institutes |
author |
Pinto Gomes, Susana |
author_facet |
Pinto Gomes, Susana Gaio Alves, Mariana |
author_role |
author |
author2 |
Gaio Alves, Mariana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pinto Gomes, Susana Gaio Alves, Mariana |
dc.subject.por.fl_str_mv |
desenvolvimento profissional docente ensino superior politécnico português processo de Bolonha pedagogia do ensino superior desarrollo profesional docente educación superior politécnica en Portugal proceso de Bolonia pedagogía de la educación superior teachers' professional development polytechnic higher education in Portugal Bologna process higher education pedagogy |
topic |
desenvolvimento profissional docente ensino superior politécnico português processo de Bolonha pedagogia do ensino superior desarrollo profesional docente educación superior politécnica en Portugal proceso de Bolonia pedagogía de la educación superior teachers' professional development polytechnic higher education in Portugal Bologna process higher education pedagogy |
description |
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. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/rdes/article/view/41658 10.35699/2237-5864.2023.41658 |
url |
https://periodicos.ufmg.br/index.php/rdes/article/view/41658 |
identifier_str_mv |
10.35699/2237-5864.2023.41658 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/rdes/article/view/41658/39231 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Susana Pinto Gomes, Mariana Gaio Alves http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Susana Pinto Gomes, Mariana Gaio Alves http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Revista Docência do Ensino Superior; Vol. 13 (2023); 1-19 Revista Docência do Ensino Superior; Vol. 13 (2023); 1-19 Revista Docência do Ensino Superior; v. 13 (2023); 1-19 2237-5864 2358-6338 reponame:Revista Docência do Ensino Superior (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Revista Docência do Ensino Superior (Online) |
collection |
Revista Docência do Ensino Superior (Online) |
repository.name.fl_str_mv |
Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistadocenciaensinosuperior@ufmg.br|| |
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1797174636504416256 |