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.
KEYWORDS:
higher education pedagogy; professional development; pedagogical training; higher education