Teacher Competences for Active Learning in Engineering Education

The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute the discussion on teachers’ pedagogical competences required for learning. contribution is developed from perceptions 205 teachers Brazilian higher institutions, centered significant teaching necessary courses and how develop them context. results show that essential identified by participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout process; (IV) information communication technology (ICT) competences; (V) selecting adapting methodologies class context; (VI) creativity. A complementary logistic regression model suggested female Ph.D. full-time more likely employ Differences adoption among regions were also captured model. sustainability innovation practices context learning, which may be used inform effective professional training current globalized scenario.