Pedagogical Training of Higher Education Teachers and its Effects

A Scoping Review

Authors

DOI:

https://doi.org/10.25749/sis.39389

Keywords:

teachers pedagogical training, teachers’ professional development, higher education

Abstract

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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Author Biographies

Andreia Veiga, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020)

Doutoranda em Formação de Professores e Supervisão, pelo Instituto de Educação da Universidade de Lisboa. Licenciou-se em Educação Básica, pela Escola Superior de Educação de Lisboa e concluiu o Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia no 2.º Ciclo do Ensino Básico. Colabora com a Unidade de Investigação e Desenvolvimento em Educação e Formação, do Instituto de Educação da Universidade de Lisboa. Ao abrigo da bolsa UI/BD/154482/2023, desenvolve o projeto (Re)Configurações do Ensino aprendizagem e das Organizações de Ensino Superior num Contexto de Mudança (STORM). Salienta-se o interesse na área da formação pedagógica dos docentes e do sistema educativo do ensino superior.

Tatiana Sanches, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020)

Researcher and higher education teacher. She holds a Post-Doc in Information Science, a Ph.D. in Education, a Master’s in Education and Reading, and a Modern Languages ​​and Literature (Portuguese Studies) degree. She is also a postgraduate in Documentary Sciences, in Higher Education Pedagogy, and in Digital Education. She has also worked with public libraries and is currently Head Librarian in the Documentation Division at the Faculty of Psychology and Institute of Education (University of Lisbon).

Mariana Gaio Alves, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal (https://doi.org/10.54499/UIDB/04107/2020)

Full professor in Education at Instituto de Educação, Universidade de Lisboa (IE-ULisboa) and she is researcher at UIDEF - Education and Training Research and Development Unit (IE-ULisboa) in Portugal. Currently, she is coordinator of the area of research and teaching in Curriculum, Teacher Training and Technology at IE-ULisboa and link convenor of the Network "Research into Higher Education" (network 22) within the European Educational Research Association. Her research interests focus higher education, lifelong learning, as well as education and professional development of teachers.

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Published

2025-06-30

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Vol. 13 No. 2 (2025): Educational Research Themes

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