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O presente estudo teve como objetivo geral mapear as práticas pedagógicas no ensino superior, particularmente ao nível das licenciaturas da Universidade Católica Portuguesa, considerando o ano letivo de 2021/2022, identificando as práticas pedagógicas utilizadas pelos docentes. Face ao objetivo a metodologia adotada foi de natureza quantitativa e a amostra não probabilística por conveniência foi composta por 170 docentes que preencheram um Inventário de Práticas Pedagógicas, na versão online. Para a análise dos dados, partiu-se da estatística descritiva (frequências relativas e totais) para a inferencial, nomeadamente testes de correlação e de diferenças de grupos (Kruskal-Wallis; Follow Up). Foram analisados todos os pressupostos inerentes a estas análises. Nos principais resultados do estudo verificou-se uma implementação mais elevada o método expositivo, o ensino híbrido e a aprendizagem cooperativa/ colaborativa/ em equipa. Por oposição o voluntariado e projetos de responsabilidade social, o shadowing, a aprendizagem-serviço, as competições e concursos e as tecnologias de realidade virtual foram as práticas menos utilizadas. Este estudo veio contribuir para o conhecimento das práticas pedagógicas em implementação na UCP considerando as perspetivas dos docentes da amostra, sendo necessário realizar mais estudos diagnósticos que permitam identificar as abordagens pedagógicas frequentemente implementadas e aquelas que carecem de maior desenvolvimento.
The present study has the general objective of mapping pedagogical practices in higher education, particularly at the level of University Catholic Portuguese degrees, considering the academic year 2021/2022, identifying the pedagogical practices used by teachers. In view of the objective, the nature of the methodology is quantitative and the non-probabilistic sample for convenience was constituted of 170 professors who completed an Inventory of Pedagogical Practices, in the online version. For data analysis, descriptive statistics (relative and total frequencies) was used and for inferential statistics, namely correlation tests and group differences (Kruskal-Wallis; Follow Up). All assumptions inherent to these analyses were analyzed. The main results of the study, indicate higher implementation of the expository method, blended teaching and cooperative/collaborative /team learning. By contrast, volunteering and social responsibility projects, shadowing, service-learning, competitions, contests and virtual reality technologies were the least used practices. This study contributes to the knowledge of the pedagogical practices being implemented at the UCP, considering the perspectives of the teachers in the sample. It is necessary to carry out more diagnostic studies that allow identifying the frequently implemented pedagogical approaches and those that need further development.
The present study has the general objective of mapping pedagogical practices in higher education, particularly at the level of University Catholic Portuguese degrees, considering the academic year 2021/2022, identifying the pedagogical practices used by teachers. In view of the objective, the nature of the methodology is quantitative and the non-probabilistic sample for convenience was constituted of 170 professors who completed an Inventory of Pedagogical Practices, in the online version. For data analysis, descriptive statistics (relative and total frequencies) was used and for inferential statistics, namely correlation tests and group differences (Kruskal-Wallis; Follow Up). All assumptions inherent to these analyses were analyzed. The main results of the study, indicate higher implementation of the expository method, blended teaching and cooperative/collaborative /team learning. By contrast, volunteering and social responsibility projects, shadowing, service-learning, competitions, contests and virtual reality technologies were the least used practices. This study contributes to the knowledge of the pedagogical practices being implemented at the UCP, considering the perspectives of the teachers in the sample. It is necessary to carry out more diagnostic studies that allow identifying the frequently implemented pedagogical approaches and those that need further development.
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Práticas pedagógicas Ensino superior Inovação pedagógica Higher education Pedagogical innovative Pedagogical practices