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Purpose: The purpose of this study is to present Prof-teaching, an English-medium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. Design/methodology/approach: In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module. Findings and originality/value: The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English.

Through a literature review, this study identified research themes related to university pedagogy and examined how these themes appear in the curricula of university pedagogy courses and in the experiences of the participants and trainers of these courses at a Finnish research university. The literature review produced a multidimensional model of the relationships between identified themes, which can be used as an analytical tool for examining pedagogical training. Analysis of the courses revealed a need to broaden the understanding of the course contents and practices and their alignment to global, societal, and labour-market needs. peerReviewed

Introduction. Care for people with disabilities is one of the criteria for the civility of the state and the moral state of society. In recent years, the measures have been actively taken inRussia to afford people with disabilities to have access to educational, cultural and leisure environments, facilities and services, thereby increasing the number of people with disabilities participating in various excursions and educational activities. However, this tendency rises to the demand for pedagogical technologies and creation of pedagogical conditions for working with tourists, who need of additional attention and support.The aims of the present article are the following: to consider the activities of guides from the point of view of its pedagogical component; to assess the degree of psychological and pedagogical readiness of employees of excursion and tourism industry to serve people with disabilities and to be ready for successful, productive communication with them.Methodology and research methods. In the course of research, general scientific methods of analysis and synthesis, statistical methods, methods of survey and participant observation were employed. Primary data obtained during the survey, as well as secondary data from open sources and databases were used. The survey results and secondary data from open sources and information bases were investigated.Results and scientific novelty. The generalisation of existing approaches to the interpretation of the concept of “specialist readiness” made it possible to clarify the essence of professional readiness. The author gives the definition of psychological and pedagogical readiness of the guide to work with people with disabilities. Psychological and pedagogical readiness is considered as a qualitative characteristic of a professional, reflecting the relationship between his or her internal, personal attitudes for activities of this kind and the ability to have an effective educational and development impact, using the means and potential of the excursion as a form of continuous training. The specifics of excursion and cognitive tourism for disabled persons and persons with special educational needs are described. The analysis of the results of empirical research allowed the authors to establish that most guides do not have necessary professional skills and skills of goal-setting concerning interaction with various categories of clients with disabilities. The pedagogical aspects of such activities are not presented in the theory and practice of vocational training/retraining of personnel for the tourism sphere. The conclusion was reached that the methods of education in higher education institutions and the system of advanced training for specialists-guides need to be further developed and improved in order to maximise the implementation of pedagogical function of culture-oriented sightseeing tourism. The authors give the recommendations on the inclusion of pedagogical component in the content of educational material and in the curricula of the corresponding specialties in order to promote professional development of future and current guides.Practical significance. According to the authors, the materials and conclusions of the research will be useful to solve theoretical and applied problems in the field of pedagogy of excursion activities, as well as to train social workers of other profiles.

Aim. The article is devoted to the analysis of experience of developing and testing the system of highly qualified personnel training with pedagogical skills in residency and postgraduate education based on personalized learning. The aim was to summarize the educational experience of teachers of the Public Health Institute (Volgograd State Medical University) in personalized learning of highly qualified personnel in residency and postgraduate education.Material and methods. The use of methods of system analysis and data assessment of information obtained during theoretical analysis, comparison, grouping of data, generalization made it possible to identify a complex of pedagogical areas, structured into a system of personalized learning of medical postgraduate students and residents. The study involved 106 residents and 166 full­time and part-time postgraduate students.Results. The presented system of training of highly qualified residents and postgraduate students is based on psychological and pedagogical diagnostics of students, ensures the continuity of professional and pedagogical development, integrates the following characteristics inherent in personalized learning: motivation, joint creation, self­knowledge and social construction. Expert assessment, self­assessment of pedagogical experience results, and data interpretation indicate that the developed system has been successfully tested.Conclusion. A personalized learning system of pedagogical skills in residency and postgraduate education has been developed, where the individual trajectory of mastering professional and pedagogical competencies is determined by primary diagnostics, a set of tasks, the organization of educational process. This can be considered as the basis for improving the training of highly qualified personnel in a medical university.

The article considers the development of modern pedagogical education and outlines the theoretical and conceptual problems of its reform in modern socio-cultural conditions. Peculiarities, risks and prospects of its functioning in modern society are determined. Possible directions of designing the content of professional training of future teachers are offered. The existing systems of support for graduates of pedagogical universities in world practice are analyzed. Conclusions and proposals on improving the system of pedagogical education in Ukraine in terms of integration into the European and world educational space are substantiated., Рассмотрены вопросы развития современного педагогического образования и очерчены теоретико-концептуальные проблемы его реформирования в современных социокультурных условиях. Определены особенности, риски и перспективы его функционирования в современном обществе. Предложены возможные направления проектирования содержания профессиональной подготовки будущих педагогов. Проанализированы существующие системы сопровождения выпускников педагогических вузов в мировой практике. Обоснованы выводы и предложения относительно усовершенствования системы педагогического образования в Украине в условиях интеграции в европейское и мировое образовательное пространство., Розглянуто питання розвитку сучасної педагогічної освіти та окреслено теоретико-концептуальні проблеми її реформування в сучасних соціокультурних умовах. Визначено особливості, ризики і перспективи її функціонування в сучасному суспільстві. Запропоновано можливі напрями проєктування змісту професійної підготовки майбутніх педагогів. Проаналізовано існуючі системи супроводу випускників педагогічних вишів у світовій практиці. Обгрунтовано висновки і пропозиції щодо вдосконалення системи педагогічної освіти в Україні в умовах інтеграції у європейський і світовий освітній простір.

A Educação Física é uma disciplina composta por atividades físicas planejadas e estruturadas com o propósito de melhorar a saúde física, e a docência nesta área requer formação profissional assim como nas demais áreas do conhecimento. O objetivo deste artigo foi analisar as competências pedagógicas dos professores de Educação Física de uma escola primária no município de Malanje, em Angola. Para tanto, utilizou-se uma abordagem qualiquantitativa por meio da aplicação de questionário, observação e entrevista a oito professores, 29 alunos e a diretora da escola. Constatou-se a presença de professores sem formação específica conduzindo as aulas de Educação Física, alunos desmotivados e uma direção empenhada em fortalecer seu corpo pedagógico tendo em vista o perigo em potencial que profissionais despreparados podem causar tanto aos alunos como para a Escola. Por estes motivos, este artigo propôs um programa de formação contínua aos professores a fim de melhor prepará-los para seus cargos. La Educación Física es una asignatura compuesta por actividades físicas planificadas y estructuradas con el propósito de mejorar la salud física, y la docencia en esta área requiere de una formación profesional así como en otras áreas del conocimiento. El objetivo de este artículo fue analizar las competencias pedagógicas de los profesores de Educación Física de una escuela primaria del municipio de Malanje, Angola. Para ello, se utilizó un enfoque cualitativo-cuantitativo mediante la aplicación de un cuestionario, observación y entrevistas a ocho docentes, 29 alumnos y el director de la escuela. Se constató la presencia de docentes sin formación específica ante las clases de Educación Física, alumnos desmotivados y una dirección comprometida con el fortalecimiento de su cuerpo pedagógico ante el potencial peligro que los profesionales desprevenidos pueden ocasionar tanto a los alumnos como a la Escuela. Por estas razones, este artículo propuso un programa de educación continua para docentes con el fin de prepararlos mejor para sus puestos. Physical Education is a discipline composed of planned and structured physical activities with the purpose of improving physical health, and teaching in this area requires professional training as well as in other areas of knowledge. The aim of this article was to analyze the pedagogical skills of Physical Education teachers at a primary school in the municipality of Malanje, Angola. For that, a qualitative-quantitative approach was used through the application of a questionnaire, observation and interviews to eight teachers, 29 students and the school principal. It was found the presence of teachers without specific training leading Physical Education classes, unmotivated students and a direction committed to strengthening their pedagogical body in view of the potential danger that unprepared professionals can cause both to students and to the School. For these reasons, this article proposed a continuing education program for teachers in order to better prepare them for their positions.

Flexible learning increases access to higher education, particularly for traditionally undeserved students. First-time entrants, who may lack the cultural capital to be successful, may also be more likely to participate in flexible learning than traditional students, and particularly in online and blended courses. We posit that success for all students enrolling in flexible forms of learning can be achieved through course design and responsive pedagogies. For these efforts to be successful, competency frameworks must be developed, and initial and ongoing training provided for teaching staff. This paper discusses a theory-based and practice-informed framework for the scalable expansion of flexible learning, which in our case, encompassed online learning, blended learning, competency-based education, and open educational resources. We provide a context for the framework, introduce the framework, discuss the steps for developing and implementing it, and share initial findings and implications.

[EN] The 1970s constitute the “protohistoric” of the Pedagogical Training of Faculty in Spain. With the LRU of 1983 began an extended practice of the pedagogical training of university faculty. Quality assessment processes as well as European convergence have led to significant development of it. Pedagogical staff development was not very common at European higher education institutions (with some notable exceptions), and there were major differences between systems and institutions. In Spain the situation is no different: diversity between universities. A first section addresses a brief synopsis of the most relevant milestones of the pedagogical training of faculty at the Spanish university system and identifies some significant omissions in previous work on the subject. Secondly, the approaches of formative action are laid out; i.e. the frame of reference (ideas, theories, models) that have “enlightened” such training in the practice of the Spanish university system. The content of such training is also analyzed. Similar to what is happening in other contexts, with the majority of training programs largely un-assessed, and often comprises a single course or an assembly of workshops that teachers select according to their interests. As for initial training, in some countries it has been mandatory for all assistant professors to follow a teacher training program. In others, the initial law has been suspended and the universities have autonomy. In Spain there is no national mandate for higher education teacher training. The last point is about way how the practice of the FPU has spread in the Spanish university system., [ES] La década de los 70 del siglo pasado cons­tituye la “protohistoria” de la Formación del Profesorado Universitario en España. Con la LRU de 1983 se inició una exten­dida práctica de la acción formativa del profesorado universitario. Los procesos de evaluación de la calidad, así como el de convergencia europea han propiciado un significativo desarrollo de la misma. La formación pedagógica del profesorado no es práctica común en las universidades europeas (con algunas notables excep­ciones), existiendo grandes diferencias entre sistemas e instituciones. En España la situación no es distinta: significativas diferencias entre instituciones. Primero se aborda una breve sinopsis de los hitos más relevantes de la formación pedagógica del profesorado en la universidad española y se identifican algunas omisiones significa­tivas en trabajos previos sobre el tema. En segundo lugar se exponen los enfoques de la acción formativa (marco de referen­cia: ideas, teorías, modelos) que han “ilu­minado” dicha formación en la praxis del sistema universitario español. Así mismo se analiza el contenido de dicha forma­ción. A semejanza de lo que acontece en otros contextos, la mayoría de los progra­mas, generalmente no evaluados, con fre­cuencia reducidos a un único curso o aun conjunto de seminarios que el profesora­do elige acorde a sus intereses. En cuanto a la formación inicial, en algunos países es obligatorio para todos los “assistant professor” cursar un programa de forma­ción. En otros, la obligatoriedad inicial ha sido suspendida y la universidad tiene la decisión de aplicarla. En España no existe normativa que obligue a una formación pedagógica del profesorado universitario. El último punto trata de cómo se ha difun­dido en el sistema universitario español la práctica de la Formación del Profesorado Universitario (FPU).

RESUMO: Programas de intervenção fonológica para crianças com deficiência auditiva têm sido estudados mundialmente, dados os seus comprovados benefícios para o desenvolvimento da leitura. No entanto, no Brasil, não há referência à avaliação desses programas para crianças com deficiência auditiva inseridas em serviços de (re)habilitação auditiva. O objetivo desta pesquisa foi analisar as estratégias empregadas em um programa de intervenção fonológica para crianças com deficiência auditiva. Trata-se de estudo do tipo exploratório, de fonte documental, longitudinal com abordagem qualitativa, realizado a partir da intervenção com 11 crianças com deficiência auditiva e três pedagogas que acompanharam a intervenção em grupo. Foram analisados os 80 planos das sessões e as 80 fichas de observação das pedagogas, além da descrição dos resultados do grupo focal realizado com as pedagogas ao término da intervenção. Observou-se a necessidade de adaptações quanto às instruções, às estratégias e aos materiais utilizados, nessa ordem de frequência, assim como a utilização de estratégias de comunicação e técnicas específicas para otimizar a compreensão e a execução das atividades pelas crianças. Concluiu-se que o programa de intervenção fonológica para crianças com deficiência auditiva necessitou de adaptações e destaca-se a importância da capacitação dos profissionais nos serviços de terapia especializada para essa atuação. ABSTRACT: Phonological intervention programs for hard of hearing children has been studied worldwide, given their proven benefits for literacy development. However, in Brazil, there is no reference to the evaluation of these programs for hearing impaired children inserted in auditory (re)habilitation services. The objective of this research was to analyze the strategies employed in a phonological intervention program for hard of hearing children. This is an exploratory study, from a documentary, longitudinal source with a qualitative approach, carried out from the intervention with 11 hearing impaired children and three educators who followed the group intervention. Eighty session plans and 80 observation sheets of the educators were analyzed, as well as the description of the results of the focus group carried out with the educators at the end of the intervention. It was observed the need for adaptations regarding the instructions, strategies and materials used, in this order of frequency, as well as the use of communication strategies and specific techniques to optimize children’s understanding and execution of the activities. It was concluded that the phonological intervention program for children with hearing impairment needed adaptations and the importance of training professionals in specialized therapy services for this performance is highlighted.

RESUMO O texto apresenta os resultados de um estudo em que se procurou perceber que práticas de desenvolvimento profissional são reconhecidas por docentes do ensino superior, em particular para a dimensão do ensino. Visou-se ainda compreender como esses atores percecionam a formação pedagógica. Inscrevendo-se em uma abordagem mista, com recurso à técnica de entrevista e de questionário, auscultaram-se académicos afiliados a três escolas superiores de educação da região de Lisboa e Vale do Tejo. Os resultados revelam uma tendência para processos de aprendizagem de cariz artesanal, sendo valorizado o autoestudo e a socialização. No entanto, verifica-se um reconhecimento da relevância da formação pedagógica, em especial para quem não detém formação qualificante para outros níveis de ensino, surgindo como crença perfilhada a ideia de que as aprendizagens pedagógicas adquiridas para outros contextos de educação e ensino podem ser transferidas para a atuação docente no nível do ensino superior. ABSTRACT The text presents the results of a study that sought to understand which practices are recognized by higher education teachers as promoting learning and professional development, particularly in the teaching component. It also aimed to understand how these actors perceive the pedagogical training for academics. As part of a mixed approach, using the technique of interview and questionnaire, scholars were affiliated with three higher education schools in the region of Lisbon and Tagus Valley. The results reveal a tendency towards learning processes of artisanal nature, being valued the self-study and the socialization. However, there is a recognition of the relevance of pedagogical training, especially for those who do not have qualifying training for other levels of education, emerging as a belief that the pedagogical learning acquired in other contexts of education and teaching can be transferred for teaching performance at higher education level. RESUMEN El texto presenta los resultados de un estudio que buscaba darse cuenta de que las prácticas de desarrollo profesional son reconocidas por los maestros de educación superior, en particular para la dimensión de enseñanza. También pretendía comprender cómo estos actores perciben la formación pedagógica. Como parte de un enfoque mixto, utilizando la técnica de entrevista y cuestionario, los académicos se afiliaron a tres escuelas de educación superior en la región de Lisboa y el valle del Tajo. Los resultados revelan una tendencia hacia procesos de aprendizaje de naturaleza artesanal, valorando el autoestudio y la socialización. Sin embargo, hay un reconocimiento de la relevancia de la formación pedagógica, especialmente para aquellos que no tienen formación calificada para otros niveles de educación, surgiendo como una creencia de que el aprendizaje pedagógico adquirido en otros contextos de educación y enseñanza puede ser transferido para el desempeño docente en el nivel de educación superior.

The 2012 National Institutes of Health (NIH) Biomedical Workforce Working Group Report documented that graduate training in the biomedical sciences predominantly prepares people for academic research positions. The report recommended that NIH provide funds for institutions to develop broader career development opportunities, including training related to teaching. Indeed, teaching is not only a required component of any faculty position, it is the primary task for trainees who seek employment at small liberal arts colleges and other primarily undergraduate institutions. NIH funding for the BEST (Broadening Experiences in Scientific Training) programs allowed us to develop a six-week training workshop for bioscience trainees to introduce participants to research-based, student-centered pedagogies and instructional design techniques and to inspire them to view teaching as an intellectual endeavor. The methods and outcomes of our case study should be applicable in a variety of programs and organizations, especially those with a separate health science campus, where faculty mentors often do not teach many classes and there are few, if any, apprenticeship-teaching opportunities for trainees.

Resumen El artículo presenta un estudio cuyo objetivo es identificar el nivel de desempeño del pensamiento crítico en el razonamiento científico en estudiantes de pedagogía y, secundariamente, analizar el nivel de confiabilidad del test Tareas de pensamiento crítico (TPC). Se consideró metodológicamente una muestra no probabilística de 129 estudiantes de cuatro carreras de pedagogía de la Universidad del Bio-Bio, Chile, utilizando el test TPC para recolectar datos. El análisis de los datos se realizó mediante estadísticos descriptivos, de confiablidad, y diferencia de medias. Los resultados muestran que el test presenta adecuada confiabilidad (α=0,79); y, además, un desempeño levemente menor a lo esperado en el test global y en sus dimensiones, así como diferencias en el desempeño por carreras. Se concluye que el instrumento es confiable, se apoya la idea de que la disciplina influye en el desarrollo del pensamiento crítico; finalmente es necesario fortalecer subhabilidades específicas para mejorar esta habilidad como apoyo al razonamiento científico. Abstract This paper describes a research project focused on identifying student-teachers’ critical thinking performance levels in scientific reasoning and, secondly, on analyzing the reliability level of the Critical Thinking Tasks test (CTT). As part of the methodology, a non-probabilistic sample of 129 teacher education students from different majors at Bio-Bio University was considered, and the Critical Thinking Task test was applied to collect data. The data analysis was conducted using descriptive statistics, reliability measures and mean score differences. The data showed that the instrument is reliable (α=0,79); there is also a relatively low performance in the global test and its dimensions; and there are differences between the different teacher education programs. It is concluded that the instrument is reliable, and findings support the idea that knowledge-based areas influence critical thinking. Finally, it is necessary to strengthen specific sub-skills to enhance critical thinking as a contribution for scientific reasoning. Resumo O artigo apresenta um estudo destinado a identificar o nível de desempenho do pensamento crítico de raciocínio científico nos estudantes de pedagogia e, posteriormente, analisar o nível de confiabilidade do teste: Tarefas de pensamento crítico (TPC, sigla em espanhol). Metodologicamente, foi considerada uma amostra não-probabilística de 129 estudantes de quatro carreiras docentes da Universidade de Bio-Bio, Chile, usando o teste TPC para coletar as informações. A análise das mesmas foi realizada por meio de estatística descritiva, de confiabilidade e diferença média. Os resultados indicam que o teste apresenta uma confiabilidade adequada (α = 0,79); e também um desempenho ligeiramente inferior ao esperado no teste global e suas dimensões, bem como diferenças no desempenho de cada carreira. Como conclusão, o instrumento é confiável, apoia a ideia de que a disciplina influencia no desenvolvimento do pensamento crítico. Também é necessário reforçar as habilidade específica para intensifica-las como apoio ao raciocínio científico.

The article deals with new approaches to solving such an important pedagogical problem as the organization of pedagogical education of parents. The relevance of the mentioned problem in the conditions of modern Ukraine is proved. It is found out that domestic pedagogical science has accumulated considerable experience in parent education organization. A scientific search allows to argue that the problems of pedagogical education of parents are being studied in several main directions: ideas of family education; principles development, content, methods, forms of work with the modern family; professional teachers training for the implementation of such work. A number of effective forms of pedagogical education of parents at the present stage have been characterized, namely: round tables on topical issues of the organization of education, upbringing, leisure of elementary school children, pedagogical practical classes, conferences, trainings, consultations. Taking into account socio-pedagogical factors it is noted that some forms, in particular the experience of organizing family clubs, have lost their relevance. The modern model of a family club serves as a means of a child’s socialization. It has been proved that due to the specificity of their structure and the features of functioning, family clubs include different types of families, characterized by structural features; conditions for a child's realization of social roles which reflect the diversity of in-family relationships have been created. The links between the generations that create the reality for a person in which they act, learn and communicate are completely realized. It is determined that modern teachers should take into account characteristics of a family (couple family, incomplete, social security, living conditions) and a child in particular (age, gender, temperament, ability, ability to reflect). Such an integrated approach will allow to effectively organize successful education of elementary school pupils and constructive relationships with their family.

The article deals with new approaches to solving such an important pedagogical problem as the organization of pedagogical education of parents. The relevance of the mentioned problem in the conditions of modern Ukraine is proved. It is found out that domestic pedagogical science has accumulated considerable experience in parent education organization. A scientific search allows to argue that the problems of pedagogical education of parents are being studied in several main directions: ideas of family education; principles development, content, methods, forms of work with the modern family; professional teachers training for the implementation of such work. A number of effective forms of pedagogical education of parents at the present stage have been characterized, namely: round tables on topical issues of the organization of education, upbringing, leisure of elementary school children, pedagogical practical classes, conferences, trainings, consultations. Taking into account socio-pedagogical factors it is noted that some forms, in particular the experience of organizing family clubs, have lost their relevance. The modern model of a family club serves as a means of a child’s socialization. It has been proved that due to the specificity of their structure and the features of functioning, family clubs include different types of families, characterized by structural features; conditions for a child's realization of social roles which reflect the diversity of in-family relationships have been created. The links between the generations that create the reality for a person in which they act, learn and communicate are completely realized. It is determined that modern teachers should take into account characteristics of a family (couple family, incomplete, social security, living conditions) and a child in particular (age, gender, temperament, ability, ability to reflect). Such an integrated approach will allow to effectively organize successful education of elementary school pupils and constructive relationships with their family.

Este artigo teve como objetivo descrever o processo de desenvolvimento de uma capacitação colaborativa realizada com pais e professores sobre o Transtorno do Déficit de Atenção e Hiperatividade e procedimentos educacionais. Participaram da capacitação, a pesquisadora, uma equipe multidisciplinar composta por, uma fonoaudióloga, uma psicóloga e uma pedagoga, quatro mães, três professoras do ensino comum e uma coordenadora pedagógica da escola. Foram abordados temas como; caracterização e conhecimento do estudante com TDAH e uso de medicamentos; tipos de TDAH e estratégias de ensino e recursos pedagógicos que podem ser utilizados em casa ou na escola com estudantes com TDAH, entre outros. Foram utilizados um gravador para registro de áudio e o registro em diário de campo. Após a análise de conteúdo, foram identificadas cinco categorias que podem subsidiar a elaboração de uma proposta de trabalho colaborativo na escola.

This paper contributes to the discussion of pedagogical training of engineering teachers based on a case study carried out in higher education institutions in Brazil, namely in Electrical Engineering. For this purpose, the authors chose to articulate two research methods: document analysis of the courses offered in the postgraduate programs (Master and PhD) in Electrical Engineering and a survey conducted with students and teachers from 58 of these postgraduate electrical engineering programs. The data analysis indicated that most of the teachers agreed that pedagogical training should be offered to engineering students. Postgraduate students also showed interest in enrolling courses with pedagogic focus. With this analysis we can state that there is a need to rethink engineering education, in order to create conditions for the development of competences related with teaching and learning innovation. This study shows the needs and presents some recommendations to deal with these issues in this field., This work was partially supported by CAPES, CNPq, FAPESP, and by projects COMPETE-POCI-01-0145-FEDER-007043 and FCT-UID-CEC-00319-2013., info:eu-repo/semantics/publishedVersion

Aware of the demands placed on Higher Education Institutions and the skills that their teachers are called to develop, the objective of this article is to discuss a model of pedagogical training for higher education teachers tailored to meet the specific needs of a specific group of teachers-Coordinators of 1st Cycle and Integrated Masters-Universidade Nova de Lisboa. An exploratory case study was developed. The results point to a great diversity of tasks and challenges posed to this group of teachers and, consequently, of themes that they consider pertinent to work in a context of pedagogical training. The proposal of a “tailor made” training model that is negotiated with the participants seems to meet the concern to respond to concrete pedagogical challenges and to contribute to the improvement of the quality of teaching. Finally, the interest in continuing with this training seems to reveal a growing interest in broadening the focus on professional development of teachers at that University. publishersversion published

Refereed article This study explores the range of university teachers’ emotions and, most importantly, triggers of these emotions. Sixteen teachers representing six disciplines were interviewed before and after teaching a specific course. A range of emotions was identified through qualitative content analysis. Emotions ranged from positive to negative, and several triggering elements were identified, which were grouped under five categories: 1) Teaching process, 2) student learning outcomes and experiences, 3) teacher characteristics and teaching skills, 4) student roles and activity levels and 5) interaction between teachers and students. Differences between teachers who had participated in pedagogical courses and those who had not were detected in the triggering elements. The study provides a deeper understanding of the nature and triggering elements of emotions in academic contexts. Identifying what triggers emotions in university teaching is important in supporting teachers to recognize and regulate their emotions., Artikkeli on läpikäynyt referee-menettelyn Tutkimuksessa tarkastellaan yliopisto-opettajien kuvaamia opetukseen liittyviä tunteita, sekä näitä tunteita herättäviä tekijöitä. Tutkimukseen osallistui 16 yliopisto-opettajaa kuudelta eri tieteenalalta, jotka haastateltiin ennen opettamaansa kurssia ja sen jälkeen. Aineisto analysoitiin laadullisella sisällönanalyysillä. Opettajat kuvasivat sekä positiivisia että negatiivisia tunteita, ja aineistosta tunnistettiin useita tunteita herättäviä tekijöitä: 1) Opetusprosessin, 2) opiskelijoiden oppimistulokset ja kokemukset, 3) opettajan ominaisuudet ja opetustaito, 4) opiskelijoiden rooli ja aktiivisuus sekä 5) opettajan ja opiskelijoiden välinen vuorovaikutus. Opettajat joilla ei ollut lainkaan pedagogista koulutusta erosivat osittain tunteita herättävien tekijöiden suhteen opettajista joilla oli pedagogista koulutusta. Tutkimuksen tulosten avulla yliopisto-opetukseen liittyviä tunteita sekä tunteita herättäviä tekijöitä voidaan ymmärtää syvällisemmin. Tunteita herättävien tekijöiden tunnistaminen on tärkeää, jotta opettajia voidaan tukea tunnistamaan ja säätelemään opetukseen liittyviä tunteitaan.