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This exploratory, mixed methods case study examines the emotional responses of higher education faculty to pedagogical training, with a particular focus on their motivation to participate and satisfaction with these initiatives. Utilizing the BERTimbau model pre-trained with the GoEmotions dataset for Brazilian Portuguese, we conducted a Sentiment Analysis (SA) of semi-structured interviews with nine university teachers. The analysis identified a spectrum of 13 emotions, with an overall neutral-positive polarity. The most prevalent emotions included ‘neutral’, along with positive emotions such as ‘approval’, ‘admiration’, ‘joy’, and ‘amusement’. These findings highlight the complexity of faculty experiences with pedagogical training, suggesting that while many faculty members are motivated and satisfied, certain aspects of the training could be more effectively tailored to meet their needs. This underscores the importance of designing pedagogical training initiatives that are relevant, engaging, delivered by skilled trainers, and directly applicable to the teaching practice, thereby enhancing faculty motivation, satisfaction, and professional development.

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How Do Higher Education Teachers Feel About the Pedagogical Training Courses They Undergo? An Exploratory Sentiment Analysis

  • 会议论文

  • 发表日期：

    2025年

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  • Gonçalo Cruz,
  • Walkir Brito,
  • Ranan Venancio,
  • Tatiana Ferreira,
  • Mariana Guerra,
  • José Cravino

摘要

This exploratory, mixed methods case study examines the emotional responses of higher education faculty to pedagogical training, with a particular focus on their motivation to participate and satisfaction with these initiatives. Utilizing the BERTimbau model pre-trained with the GoEmotions dataset for Brazilian Portuguese, we conducted a Sentiment Analysis (SA) of semi-structured interviews with nine university teachers. The analysis identified a spectrum of 13 emotions, with an overall neutral-positive polarity. The most prevalent emotions included ‘neutral’, along with positive emotions such as ‘approval’, ‘admiration’, ‘joy’, and ‘amusement’. These findings highlight the complexity of faculty experiences with pedagogical training, suggesting that while many faculty members are motivated and satisfied, certain aspects of the training could be more effectively tailored to meet their needs. This underscores the importance of designing pedagogical training initiatives that are relevant, engaging, delivered by skilled trainers, and directly applicable to the teaching practice, thereby enhancing faculty motivation, satisfaction, and professional development.