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Across the axes: faculty perceptions of professional development programmes in higher education

2025-01-01Research article Open access
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dc.contributor.authorGil, Maitê
dc.contributor.authorSousa, Rita Tavares de
dc.date.accessioned2025-10-07T14:50:17Z
dc.date.available2025-10-07T14:50:17Z
dc.date.issued2025-01-01
dc.description.abstractFaculty professional development is a multifaceted process involving various models of continuing education; it benefits from a combination of practices that foster professional autonomy and transformative learning. Formal programmes typically include structured workshops and courses, while their impact depends on their relevance to faculty teaching contexts. However, informal activities, such as peer conversations, also play a significant role in faculty learning. Thus, the literature shows that a balanced approach that blends formal and informal methods, transmissive and transformative actions, creates a more effective professional development agenda. In this context, this paper presents an exploratory case study assessing faculty members’ perceptions of the different possibilities regarding professional development in Higher Education. Data was collected through semi-structured interviews with three teachers identified as key participants, as they are highly committed to their professional development, regularly taking part in a variety of training activities. The findings reveal that participants valued activities spanning the formal-informal and transmissive-transformative axes. However, their perspectives on the initiatives were shaped by two lenses: the specific characteristics of each initiative in terms of form and purpose and the profile of the teacher.eng
dc.identifier.citationGil, M., & Sousa, R. T. D. (2025). Across the axes: faculty perceptions of professional development programmes in higher education. International Symposium on Project Approaches in Engineering Education, 15, 171-178. https://doi.org/10.5281/zenodo.15850366
dc.identifier.doi10.5281/zenodo.15850366
dc.identifier.eid105016479247
dc.identifier.issn2183-1378
dc.identifier.other74529621-6712-4b00-a13f-51f1113a043f
dc.identifier.urihttp://hdl.handle.net/10400.14/55130
dc.language.isoeng
dc.peerreviewedyes
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectFaculty perceptions
dc.subjectHigher education
dc.subjectProfessional development
dc.subjectProject approaches
dc.titleAcross the axes: faculty perceptions of professional development programmes in higher educationeng
dc.typeresearch article
dspace.entity.typePublication
oaire.citation.endPage178
oaire.citation.startPage171
oaire.citation.titleInternational Symposium on Project Approaches in Engineering Education
oaire.citation.volume15
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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