Faculty development programs in the context of higher education in Portugal

Abstract

Before the Bologna reform, there was little emphasis on the teaching skills of higher education instructors, with a greater focus on their research abilities. The Bologna process, however, prioritized active student learning over traditional teaching methods, sparking discussions about learning, teaching, assessment, and lifelong education and training. Universities were then encouraged to concentrate on creating a pedagogy tailored to the university setting. Despite this, scientific production and bibliometrics have continued to hold the most weight due to institutional evaluation and the evaluation of teachers, research units, and access to competitive funding for research projects. The pandemic crisis highlighted weaknesses in the teaching and learning process, prompting institutions to invest more in training higher education teachers. Consequently, various teacher training programs have been developed by higher education institutions in recent years.