Across the axes: faculty perceptions of professional development programmes in higher education

Faculty professional development is a multifaceted process involving various models of continuing education; it benefits from a combination of practices that foster professional autonomy and transformative learning. Formal programmes typically include structured workshops and courses, while their impact depends on their relevance to faculty teaching contexts. However, informal activities, such as peer conversations, also play a significant role in faculty learning. Thus, the literature shows that a balanced approach that blends formal and informal methods, transmissive and transformative actions, creates a more effective professional development agenda. In this context, this paper presents an exploratory case study assessing faculty members’ perceptions of the different possibilities regarding professional development in Higher Education. Data was collected through semi-structured interviews with three teachers identified as key participants, as they are highly committed to their professional development, regularly taking part in a variety of training activities. The findings reveal that participants valued activities spanning the formal-informal and transmissive-transformative axes. However, their perspectives on the initiatives were shaped by two lenses: the specific characteristics of each initiative in terms of form and purpose and the profile of the teacher.