In view of the complexity of the teaching functions, initial teacher training must provide diverse learning and skills for future teachers. With COVID-19 pandemic, face-to-face teaching in the initial teacher training began to take place at a distance, using digital technological tools. This change required the adaptation of professors and students, changing teaching methods and the work and learning of future teachers. It was in this context that we questioned the perceptions of professors in the initial teacher training courses at the University of Trás-os-Montes and Alto Douro, on the teaching and learning of students in the circumstances of distance learning. In order to answer this question, we conducted a questionnaire within the professors of these courses - in May 2020 - which allowed us to verify that the professors perceived the change in the teaching methods provided for face-to-face teaching and the increase in their pedagogical work, as well as the greatest stimulus to students' autonomous work and learning.

Considering the future of the Tourism industry and the need to adapt the skills of higher education students to the reality they will face in the professional world, the traditional teaching paradigm needs to progressively include methodologies and strategies of active and participative learning, in order to foster student autonomy and responsibility in their own learning process.  This paper presents a pedagogical experience developed with undergraduate students in the field of Tourism, in an English language course, where an active and collaborative learning methodology was developed, centered on students and with the teacher assuming the role of facilitator of the learning process. The results show that students perceive this experience as one that promotes their autonomy and collaborative work, in the context of a learning process that is more flexible than usual, but also reveals weaknesses shown by students, who were often very unsure and felt the constant need for feedback from the teacher.

Investing in the training of teachers to adopt innovative pedagogical practices in the classroom has been the answer to overcome challenges and leverage changes in Vocational Education. This article presents the results of the investigation of the online New Pedagogical Methodologies and Practices course conducted for vocational Education  teachers-trainers and synthesizes the research study done in the master degree  in eLearning Pedagogy (mPeL). The methodology used was the case study, with a qualitative and quantitative approach, using as research techniques the content analysis of the interactions in the discussion forums and semi-structured interview. For the study of the identification and measurement of collaboration in asynchronous discussions, the collaboration model adapted from Murphy (2004) was used, which includes the categories: Social presence, Articulation of the individual perspective, Accommodating or reflecting the perspective of others, Co-construction of perspectives and purposes, Finding common goals and objectives and Production of shared materials. The results show a high level of interaction and collaboration in the initial stages and demonstrate that the asynchronous communication tools served for the moderators to assume the role of facilitators, leading students to reflect, question and analyse their practices, taking an active role along the way of learning, which leads us to conclude that there was collaborative learning, although not reaching the highest levels.

This article presents a modified version of the SERVQUAL model to measure student satisfaction at the Higher Institute of Sciences and Distance Education in Mozambique. The SERVQUAL model consists of the use of questions related to services to distance education students. These questions were organized using the SERVQUAL questionnaire in two phases to determine the difference between their expectations and perceptions. Results obtained from 348 students' responses show the usefulness of this tool to obtain the students' perception synthetically and reduced format that can be used by the members of the administration to make decisions. The Empathy dimension came closest to the students' expectations, while the Response Capacity dimension had the worst assessment. On the other hand, the SERVQUAL model can be a useful complement to the standard quality assessment tools for distance education institutions. The methodology used in this research has never been used in Mozambique.

This article is based on the results of a PhD research in Education on the process of managing higher education courses in distance education in Brazil, within the scope of the Open University system and private university institutions. It aims to present and analyze the challenges faced by Higher Education Institutions in the management of distance courses and to point out some strategies used by managers to solve / minimize problems. Theoretically, it contextualizes distance education in contemporary times and rescues the evolution of public policies in Brazil. The methodological strategy used was the multiple case study and involved a simple random sample, consisting of 202 polo coordinators and 10 institutional managers. For data analysis, triangulation of sources and content analysis were used (Bardin, 2006). The results reveal the need to invest efforts towards familiarizing students with the pedagogical model of distance education; understanding the reasons for evasion and developing effective strategies to minimize it; demystification of the belief that distance education corresponds to low quality education; and in the valuation and qualification of teachers. In conclusion, the importance of re-evaluating the pedagogical strategy, the reorganization of the curricular matrix and the pedagogical mediation processes is emphasized, based on the knowledge of the student profile so that distance education is qualitatively consolidated in the educational system.

The Responsible Research and Innovation (RRI) approach prepares society to deal with promises and uncertainties, as well as to broaden the understanding of the benefits and risks of research and innovation. This study is a reflection on the possibilities of learning opportunities for students in the context of Project Methodology and Research Methodology, in a perspective of Responsible Research and Innovation, involving ethics, integrity, equality, opportunities, flexible thinking and appropriate engagement of students, offering broad and effective access to results, in addition to increasing the effectiveness of education. This reflection took place through the observation of a pilot project that allowed students of the Digital Design course at a University in Curitiba-Paraná Brazil to create an educational resource, motivating them to research and discuss current issues related to real problem situations, through a process of construction, collaboration, co-participation, cooperation, solidarity, understanding, mutual respect, tolerance and formation of citizenship.

: Research groups tied to graduate programs are unique environments for the training of researchers, especially in the field of Education. Studying together, socializing and sharing knowledge in the context of institutional research, participating in collective orientations, mobilizing scientific multiliteracies, and organizing the scientific dissemination of research are just some of the daily activities of research groups. Since the advent of cyberculture, research groups have been working online, subverting the limits and constraints of face-to-face meetings. This article is the result of a research-training in cyberculture that, through the device of online conversation, sought to understand how online research groups are instituted and how they produce their curricular dynamics. The research field took place in the context of an important public university program in Rio de Janeiro, Brazil. Research practitioners were teachers and students who worked online with their research groups. The theoretical-methodological repertoire of the study sought to assemble the multi-referential approach with research with everyday life in cyberculture. The study found that the acts of teaching and all curriculum creation necessarily involve the concern with training as a social, political, academic, and affective experience.

Constructing professional learning communities is an attempt to place teachers' practices at the center of training processes. The construction of these communities can be enhanced in virtual learning environments when based on collaborative work and reflection on educational practices. In this assumption a training workshop was developed with teachers from two Portuguese schools with coordinating and pedagogical leadership functions. This action is part of a project under development since 2017 that involves collaboration between schools and two universities aimed at promoting teacher professional development. This article presents the process of constructing virtual learning communities, analyzes and discusses the results obtained through the narratives and artifacts produced by the participants, their interactions in the virtual forums and the individual reflective reports made at the end of the action. The results show the construction of new knowledge as well as the redoing of beliefs and attitudes about the role of pedagogical supervision as a strategy for innovation in schools and in teacher professional development. It argues about the relevance of these communities as a powerful tool in the formation of pedagogical leaders and supervisors for the possibility of developing reflective, collaborative, evaluative and leadership competences.