Perceptions of university teachers about teaching and the quality of pedagogy in higher education

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Sous-titre: a study in Portugal
Liste des auteurs: Fernandes SRG
Editeur: Taylor && Francis
Année de publication: 2015
Journal: Infancia Y Aprendizaje (0210-3702)
Numéro du volume: 38
Numéro de publication: 1
Page d'accueil: 102
Dernière page: 143
Nombre de pages: 42
ISSN: 0210-3702
Languages: Anglais-Royaume-Uni (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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Dernière mise à jour le 2019-13-08 à 00:16