Perceptions of university teachers about teaching and the quality of pedagogy in higher education: a study in Portugal/Percepciones de los profesores universitarios sobre la ensenanza y la calidad de la pedagogia de la educacion superior: un estudio realizado en Portugal

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Publication Details

Author list: Veiga-Simao AM, Flores MA, Barros A, Fernandes S, Mesquita D
Publisher: Taylor && Francis
Publication year: 2015
Journal: INFANCIA Y APRENDIZAJE (0210-3702)
Volume number: 38
Issue number: 1
Start page: 102
End page: 143
Number of pages: 42
ISSN: 0210-3702
Languages: English-Great Britain (EN-GB)


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.


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Last updated on 2018-12-04 at 19:56