Professional development of teachers in Higher Education: contributions to a reflection

Abstract

In the field of teaching, higher education teachers are expected to develop professionally, deepening their knowledge in the field of university pedagogy and engaging in activities of reflection and inquiry with the aim of innovating and enhancing their pedagogical practices. Despite the importance of teacher professional development for improving the quality of teaching and learning, we conclude that this professional development has been found to vary in its implementation and impact, both nationally and internationally. This can be explained by an organizational culture that is strongly rooted in the (trans)national policies that guide and encourage teacher professionalization. There are contexts in which professional development is strongly encouraged, valued and recognised, while in others it may be associated with research or implemented in very isolated or unsustainable initiatives in the field of pedagogy. This article presents a critical reflection on teacher professional development based on the literature and research studies carried out by the author, with the aim of problematising the importance and impact of professional development on the work carried out by teachers in the areas of distance education and research supervision.