Developing teaching within the academic profession: Possibilities arising from training in pedagogy in higher education ; Construyendo la docencia en la profesión académica: Posibilidades de formación en pedagogía en la educación superior ; Construindo a docência na profissão académica: Possibilidades da formação em pedagogia no ensino superior

This article presents a study that explores the effects of the pedagogical training of higher education teachers. The challenges faced today by academic staff and teaching within higher education are taken into account, namely those that result either from the expansion and diversification of the student population or changes in curriculum design and pedagogical practices associated with the Bologna Process. Based on the analysis of a set of portfolios produced by 14 Portuguese professors within the framework of a postgraduate degree in pedagogy in higher education, we explore their motivations for training, the relationship they establish with teaching and the echoes of training in the respective exercise of the academic profession, as well as the (re)configuration of their understandings about the purposes and contents of higher education. We conclude by highlighting possible contributions of pedagogical training for valuing teaching academic work and reinforcing teachers’ autonomy, in parallel with the centrality of the respective collective dimensions. These elements, as a whole, open possibilities to consider the effects of pedagogical training in balancing the tension between research and teaching and in assuming the academic profession as a public good. ; En este artículo se presenta una investigación que explora efectos de la formación pedagógica de los docentes de educación superior, teniendo en cuenta los retos que marcan la docencia en este nivel educativo en la actualidad, que resultan ya sea de la expansión y diversificación de la población estudiantil o de los cambios aspectos curriculares y pedagógicos, a saber, los relacionados con el Proceso de Bolonia. A partir del análisis de un conjunto de portafolios producidos por 14 profesores portugueses en el marco de un curso de posgrado en pedagogía de la educación superior, son investigados sus motivaciones para la formación, la relación que establecen con la docencia y las repercusiones de la formación en el respectivo ejercicio de la profesión ...