Abstract
Higher Education Pedagogy is not always included in the list of priorities of Higher Education Institutions, tending to be forgotten underneath the number of solicitations from the world of work and funding agencies. Paradoxically, these same Higher Education Institutions create events for their teaching staff about pedagogical innovation. Such in the absence of consistent policies to promote the continuous – pedagogical – training and professional development of faculty, and which properly recognize the participation in this kind of practice, i.e. in the mechanisms of career evaluation and progression. Despite the inclemency of the scenario, it is possible to envision faculty who are receptive to training and professional development, for their own benefit and the benefit of their students. For them, Scholarship of Teaching and Learning is a path that enables them to research their own practices, in order to transform them. This paper is aimed at these faculty, presenting four possible formats that this kind of research about one’s own teaching practices can adopt, under the auspices of Higher Education Pedagogy.
Higher education pedagogy; Scholarship of teaching and learning; Higher education; Pedagogical innovation; Training and professional development