<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000200214</article-id>
<article-id pub-id-type="doi">10.21814/rpe.32680</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional docente no Ensino Superior: Contributos para uma reflexão]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional development of teachers in Higher Education: Contributions to a reflection]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional de los docentes en la Educación Superior: Contribuciones para una reflexión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huet]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta Laboratório de Educação a Distância e eLearning (LE@D) Departamento de Educação e Ensino a Distância]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro  Centro de Investigação em Didática e Tecnologia na Formação de Formadores (CIDTFF)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000200214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Na área de atuação do ensino, espera-se que os docentes do Ensino Superior se desenvolvam profissionalmente, aprofundando o seu conhecimento no domínio da pedagogia universitária e envolvendo-se em atividades de reflexão e indagação da pedagogia, com o objetivo de inovar e potenciar a sua prática pedagógica. Apesar da relevância do desenvolvimento profissional docente para o avanço da qualidade do ensino e da aprendizagem, verifica-se que aquele tem evoluído de forma diferenciada, e com impacto diverso, no contexto nacional e internacional. Este facto pode ser explicado por uma cultura organizacional que está fortemente enraizada nas políticas (trans)nacionais que orientam e fomentam a profissionalização docente. Existem contextos em que o desenvolvimento profissional é fortemente encorajado, valorizado e reconhecido, e outros em que está apenas associado à vertente de investigação ou a iniciativas muito isoladas ou pouco sustentadas no domínio da pedagogia. Este artigo apresenta uma reflexão sobre o desenvolvimento profissional docente baseada na literatura e em estudos de investigação conduzidos pela autora, com o objetivo de problematizar a importância e o impacto do desenvolvimento profissional no trabalho desempenhado pelos docentes na vertente do ensino a distância e supervisão da investigação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el ámbito de la docencia, se espera que los profesores de la educación superior se desarrollen profesionalmente, profundizando sus conocimientos en el campo de la pedagogía universitaria y participando en actividades de reflexión e indagación pedagógica con el objetivo de innovar y mejorar su práctica pedagógica. A pesar de la importancia del desarrollo profesional docente para la mejora de la calidad de la enseñanza y el aprendizaje, se observa que ha evolucionado de diferentes maneras y con diferentes impactos en el contexto nacional e internacional. Esto puede explicarse por una cultura organizativa fuertemente arraigada en las políticas (trans)nacionales que orientan y fomentan la profesionalización del profesorado. Hay contextos en los que el desarrollo profesional está fuertemente fomentado, valorado y reconocido, y otros en los que solo se asocia a la investigación o a iniciativas muy aisladas o poco sostenibles en el ámbito pedagógico. Este artículo presenta una reflexión crítica sobre el desarrollo profesional docente basada en la literatura y en estudios de investigación realizados por la autora, con el objetivo de problematizar la importancia y el impacto del desarrollo profesional en el trabajo realizado por los profesores en los ámbitos de la educación a distancia y de la supervisión de la investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia universitária]]></kwd>
<kwd lng="pt"><![CDATA[Formação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino a distância (EaD)]]></kwd>
<kwd lng="pt"><![CDATA[Supervisão da investigação]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[University pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Academic development]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Research supervision.]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía universitária]]></kwd>
<kwd lng="es"><![CDATA[Formación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Supervisión de la investigación.]]></kwd>
</kwd-group>
</article-meta>
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