ABSTRACT
Technological progress and the increase in production and dissemination of scientific knowledge have not been considered sufficient to promote innovations in teaching practices, notably in higher education. Although several studies converge on the contributions of technology integration and the need to prioritise active strategies to promote the development of different competences that meet the demands of contemporary training and social action, there is often a mismatch between theory and practice. The scarcity of pedagogical training policies for teachers in higher education, as well as the reduced involvement of institutions in the promotion of training spaces, justifies the need to rethink the university in the context of its policies and forms of production and dissemination of knowledge in this area. This chapter discusses examples of actions in pedagogical training of higher education teachers in Portugal and Brazil that have contributed to reconfiguring teaching and learning processes in higher education and to fostering teacher professional development. The examples reported aim to highlight good practices that foster teachers' professional development, as well as to institutionalise spaces for discussion and reflection on educational practice in higher education. The description of these actions affords a critical reflection on the policies and strategies that are necessary to establish an agenda for the pedagogical training of teachers in higher education with a view to its sustainability and innovation of pedagogical practices.
