Publicação
Pedagogical innovation in higher education: teachers’ perceptions
| Resumo: | Abstract The regulation changes we have been witnessing in Portugal in the last five or six years have been introducing new degrees, new diplomas and new audiences in higher education. The Technological Specialization Courses where created in this context, providing a more vocational and technical post-secondary training. This courses are of the responsibility of Higher Education Institutions and their faculty, presenting a whole new set of pedagogical difficulties and challenges. In this paper we present a study, performed in the Polytechnic Institute of Bragança, a public Higher Education Institution, that aims to understand the perceptions and expectations of teachers in relation to this kind of courses in terms of students, curriculum, pedagogical methodologies and satisfaction. The following pages describe the theoretical background, the study methodology and the result analysis, focusing in the pedagogical changes and strategies towards the improvement of teachers’ professional skills and students intellectual and ethical development. |
|---|---|
| Autores principais: | Mesquita, Cristina |
| Outros Autores: | Lopes, Rui Pedro; García, José Álvarez; Rama, María de la Cruz del Río |
| Assunto: | Higher education Pedagogical innovation Organizational changes Teacher perception |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| Resumo: | Abstract The regulation changes we have been witnessing in Portugal in the last five or six years have been introducing new degrees, new diplomas and new audiences in higher education. The Technological Specialization Courses where created in this context, providing a more vocational and technical post-secondary training. This courses are of the responsibility of Higher Education Institutions and their faculty, presenting a whole new set of pedagogical difficulties and challenges. In this paper we present a study, performed in the Polytechnic Institute of Bragança, a public Higher Education Institution, that aims to understand the perceptions and expectations of teachers in relation to this kind of courses in terms of students, curriculum, pedagogical methodologies and satisfaction. The following pages describe the theoretical background, the study methodology and the result analysis, focusing in the pedagogical changes and strategies towards the improvement of teachers’ professional skills and students intellectual and ethical development. |
|---|