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UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION

Geovana Ferreira Melo et al · Fundação Carlos Chagas · 2019

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Autore / responsabile
Geovana Ferreira Melo et al
Editore
Fundação Carlos Chagas
Anno
2019
ISSN
0100-1574
ISSN
0100-1574
Lingua
Inglés

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Abstract This study aims to highlight the need for developing institutional projects on University Pedagogy which contribute to the professional development of higher education teachers at work. We questioned them the possible contributions of training activities focused on teaching development and professional identity. This quantitative, qualitative research was conducted in a federal university located in the region of Triângulo Mineiro, in Brazil, from 2013 to 2016. We collected data by means of questionnaires and interviews with university professors. We concluded that fragmented, sporadic training processes contribute little to professional development. Thus, in view of the complex work in higher education, institutional efforts are needed to consolidate a University Pedagogy as a permanent field for teacher training and development.

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APA 7

al, G. F. M. E. (2019). UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION. https://doi.org/10.1590/198053145897

MLA

al, Geovana Ferreira Melo et. "UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION." 2019. https://doi.org/10.1590/198053145897.

Chicago

al, Geovana Ferreira Melo et. 2019. "UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION.". https://doi.org/10.1590/198053145897.

Harvard

al, G. F. M. E. 2019, UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION, Fundação Carlos Chagas, available at: https://doi.org/10.1590/198053145897 [Accessed 8 Aug. 2026].

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Titolo
UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION
Autore / collaboratori
Geovana Ferreira Melo et al
Editore
Fundação Carlos Chagas
Anno di pubblicazione
2019
ISSN
0100-1574
ISSN
0100-1574
Lingua
Inglés

Soggetti

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PEDAGOGY; HIGHER EDUCATION; TEACHER TRAINING; PROFESSIONAL IDENTITY
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