01-05-2007
31-08-2008
Higher education teacher training in Portugal has predominantly been left to self-training based on experience. However, self-training only exists if each teacher is willing to develop processes of reflection on their teaching and to identify what is going well and what is not and, based on this diagnosis, to outline strategic action plans. On the other hand, it has been recognised that this self-training process, even if it exists, is not enough. There is an increasing need for theoretical training for teachers in higher education, with a solid link to teaching practice.
Alongside this situation, as part of the implementation of the Bologna process in Portugal, the need to change from a paradigm based on teaching to a paradigm structured around learning has been repeatedly stated. Bologna therefore proposes as a challenge that teachers acquire and develop pedagogical-didactic competences that enable them, on the one hand, to create situations that involve their students in learning processes and, on the other, to communicate and develop pedagogical-didactic competences.
Processes and, on the other hand, to communicate and participate in networks of interaction with other teachers. It is in this context that the
This project aims to generate innovative ways of organising and developing teaching that promote excellence in learning.
in learning.
CIIE | Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto FPCEUP Portugal
Faculdade de Belas Artes da Universidade do Porto FBAUP Portuga
Faculdade de Ciências da Nutrição e Alimentação da Universidade do Porto FCAUP Portuga
Faculdade de Economia da Universidade do Porto FEP
Faculdade de Engenharia da Universidade do Porto FEUP
Faculdade de Letras da Universidade do Porto FLUP
Faculdade de Medicina da Universidade do Porto FMUP