<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742025000300052</article-id>
<article-id pub-id-type="doi">10.25749/sis.39389</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pedagogical Training of Higher Education Teachers and its Effects: A Scoping Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação Pedagógica de Docentes no Ensino Superior e seus Efeitos: Uma Scoping Review]]></article-title>
<article-title xml:lang="es"><![CDATA[La Formación Pedagógica del Docente en la Educación Superior y sus Efectos: Una Scoping Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Mariana Gaio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação UIDEF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>52</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742025000300052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742025000300052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742025000300052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed to analyse the consequences of the pedagogical training of higher education teachers reported in scientific literature in the context of the transformations associated with the Bologna Process. The post-Bologna period has been marked by significant structural and pedagogical changes that required substantial adaptation to address the challenges of massification and increased student diversity. Pedagogical training has proven essential in fostering pedagogical innovations, updated assessment methods and the integration of emerging technologies while also contributing to developing professional teaching identity. This scoping review based on Clarke and Hollingsworth&#8217;s (2002) Interconnected Model of Professional Growth, examined three interconnected domains: pedagogical practices, student learning outcomes and teachers&#8217; beliefs. The findings highlight the critical role of pedagogical training in improving teaching quality, enhancing the understanding of the teaching-learning process and strengthening teacher-student relationships. The study concludes that pedagogical training is essential for innovation and continuous improvement in higher education, emphasising the importance of policies prioritising professional development to meet current and future institutional demands.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo analisa os efeitos da formação pedagógica de docentes do ensino superior reportados na literatura científica no contexto das transformações associadas ao Processo de Bolonha. O período pós-Bolonha tem sido marcado por mudanças curriculares e pedagógicas significativas que exigiram uma adaptação substancial para enfrentar desafios da massificação e o aumento da diversidade de estudantes. A formação pedagógica tem-se revelado essencial para promover inovações pedagógicas, avaliação de estudantes adequada e a integração de tecnologias, contribuindo para o desenvolvimento da identidade profissional docente. Esta scoping review, baseada no Modelo Interconectado de Desenvolvimento Profissional de Clarke e Hollingsworth (2002), examinou três domínios interligados: práticas pedagógicas, resultados de aprendizagem dos alunos e crenças dos professores. Conclui-se que a formação pedagógica é crítica para a qualidade do ensino, melhorando a compreensão do processo de ensino-aprendizagem e fortalecendo as relações professor-aluno, sendo essencial para a inovação e a melhoria contínua no ensino superior. Enfatiza-se a importância de políticas que priorizem o desenvolvimento profissional para responder às exigências institucionais atuais e futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio analiza los efectos de la formación pedagógica de profesores de educación superior reportados en la literatura científica en el contexto de las transformaciones asociadas al Proceso de Bolonia. El período post-Bolonia ha estado marcado por importantes cambios curriculares y pedagógicos que requirieron una adaptación sustancial para enfrentar los desafíos de la masificación y el aumento de la diversidad estudiantil. La formación pedagógica ha sido fundamental para promover innovaciones pedagógicas, la evaluación adecuada y la integración de tecnologías, contribuyendo al desarrollo de la identidad profesional docente. Esta scoping review, basada en el Modelo Interconectado de Desarrollo Profesional de Clarke y Hollingsworth (2002), examinó tres dominios interconectados: prácticas, creencias de los docentes, y resultados de aprendizaje de los estudiantes. La formación pedagógica es crítica para la calidad de la enseñanza, mejorando la comprensión del proceso de enseñanza-aprendizaje y fortaleciendo las relaciones profesor-alumno, esencial para la innovación y la mejora continua. Se enfatiza la importancia de políticas para el desarrollo profesional para satisfacer las demandas institucionales actuales y futuras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[teachers pedagogical training]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; professional development]]></kwd>
<kwd lng="en"><![CDATA[higher education.]]></kwd>
<kwd lng="pt"><![CDATA[formação pedagógica de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="es"><![CDATA[formación pedagógica de profesores]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
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