La Formación Pedagógica del Docente en la Educación Superior y sus Efectos

Una Scoping Review

Autores/as

DOI:

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

Palabras clave:

formación pedagógica de profesores, desarrollo profesional docente, educación superior

Resumen

Este estudio analiza los efectos de la formación pedagógica de profesores de educación superior reportados en la literatura científica en el contexto de las transformaciones asociadas al Proceso de Bolonia. El período post-Bolonia ha estado marcado por importantes cambios curriculares y pedagógicos que requirieron una adaptación sustancial para enfrentar los desafíos de la masificación y el aumento de la diversidad estudiantil. La formación pedagógica ha sido fundamental para promover innovaciones pedagógicas, la evaluación adecuada y la integración de tecnologías, contribuyendo al desarrollo de la identidad profesional docente. Esta scoping review, basada en el Modelo Interconectado de Desarrollo Profesional de Clarke y Hollingsworth (2002), examinó tres dominios interconectados: prácticas, creencias de los docentes, y resultados de aprendizaje de los estudiantes. La formación pedagógica es crítica para la calidad de la enseñanza, mejorando la comprensión del proceso de enseñanza-aprendizaje y fortaleciendo las relaciones profesor-alumno, esencial para la innovación y la mejora continua. Se enfatiza la importancia de políticas para el desarrollo profesional para satisfacer las demandas institucionales actuales y futuras.

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Biografía del autor/a

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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Publicado

2025-06-30

Número

Vol. 13 Núm. 2 (2025): Temas de Investigación Educativa

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Artículos

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