Tendências recentes da investigação internacional sobre pedagogia do ensino superior: uma revisão da literatura

Abstract

The article aims to analyze the expression that higher education pedagogy has been assuming in research. For this purpose, the work done by Kuzhabekova, Hendel & Chapman (2015) was taken as a starting point and methodological inspiration. In this paper, the authors analyze the scientific production between 2002 and 2011, selecting publications that focus on the themes of higher education. In the study, the journals with the highest number of articles in this field are listed, the years with the most publications, the most prolix researchers, and a mapping of their countries of origin and institutional affiliation. In the work presented here, the topic was narrowed down, circumscribing the analysis to texts that deal with pedagogy of higher education, an area that requires a significant investment, both by the challenges that are currently posed at this level of education, and by the need to (re)think about the pedagogical formation of the teachers who work there. For this purpose, the analysis comprised an exhaustive survey of the articles published between 2012 and 2018, in the ten main publications identified in the previous study. The results show that the peak of publications occurred in 2014, having declined in recent years, with the most prominent magazine being Teaching in Higher Education. The highest percentage of articles comes from the United Kingdom, a country with a long tradition in the pedagogical training of its teachers, followed by Australia and the USA.

As Metodologias Ativas Como Estratégias Para O Desenvolvimento De Competências De Inteligência Emocional Nos Estudantes Do Ensino Superior

“…Falamos, pois, do desenvolvimento da capacidade, dos alunos gerarem conteúdos positivos na sua mente associados às tarefas de pesquisa. As metodologias de aprendizagem ativas, em sala de aula, são pontos de partida para avançar nos processos mais avançados de reflexão, de integração cognitiva, de generalização, de reelaboração de novas práticas, de modo a que o Professor possibilite ao estudante desenvolver-se cognitivamente (Leite, 2018;Ó, Almeida, Viana, Sanches, & Paz, 2019;Xavier & Leite, 2019) devido à natureza prática, à colaboração intra e interpessoal inerentes a estas metodologias. Neste contexto, surgem um conjunto de habilidades mentais de IE que permitem o raciocínio e a resolução de problemas a partir da perceção e conhecimento de padrões das emoções (Almeida, 2019;Cherniss, Extein, Goleman, & Weissberg, 2006;Franco, 2007;Mayer, Caruso, & Salovey, 2000).…”

Professional Development for Higher Education Teaching Staff: An Experience of Peer Learning in a Portuguese Polytechnic

“…Several challenges have been tackled by Portuguese and European Higher Education ( [1], [2]), many of which are in the pedagogical arena. Although Pedagogy in Higher Education is not an invested area, there are studies, initiatives, projects, and structures of great quality in the national context ( [1], [3], [5], [6], [7], [8], [9]). An important part of the advances in the area has resulted from the systematic analysis, sharing, and discussion of practices that have embodied several publications and sustained several interventions in Portugal and internationally.…”