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Pedagogical Innovation in Higher Education: Teachers’ Perceptions

In: Innovation and Teaching Technologies

Author

Listed:
  • Cristina Mesquita

    (Polytechnic Institute of Bragança)

  • Rui Pedro Lopes

    (Polytechnic Institute of Bragança)

  • José Álvarez García

    (University of Extremadura)

  • María de la Cruz del Río Rama

    (Unicersity of Vigo)

Abstract

The regulation changes we have been witnessing in Portugal in the last 5 or 6 years have been introducing new degrees, new diplomas and new audiences in higher education. The Technological Specialization Courses where created in this context, providing a more vocational and technical post-secondary training. These courses are of the responsibility of Higher Education Institutions (HEIs) and their faculty, presenting a whole new set of pedagogical difficulties and challenges. In this chapter we present a study, performed in the Polytechnic Institute of Bragança, a public HEI, that aims to understand the perceptions and expectations of teachers in relation to this kind of courses in terms of students, curriculum, pedagogical methodologies, and satisfaction. The following pages describe the theoretical background, the study methodology, and the result analysis, focusing on the pedagogical changes and strategies towards the improvement of teachers’ professional skills and students’ intellectual and ethical development.

Suggested Citation

  • Cristina Mesquita & Rui Pedro Lopes & José Álvarez García & María de la Cruz del Río Rama, 2014. "Pedagogical Innovation in Higher Education: Teachers’ Perceptions," Springer Books, in: Marta Peris-Ortiz & Fernando J. Garrigós-Simón & Ignacio Gil Pechuán (ed.), Innovation and Teaching Technologies, edition 127, chapter 0, pages 51-60, Springer.
    • Handle: RePEc:spr:sprchp:978-3-319-04825-3_6
    DOI: 10.1007/978-3-319-04825-3_6
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