Reconfiguring Teacher Professionality in Higher Education in Portugal: A Case Study on Pedagogical Innovation and Hybrid Learning

The teaching and learning process in higher ed-ucation needs continuous cultivation of pedagogical expertise, encompassing subject mastery and pedagogical methodologies. This article explores the transformation of higher education institutions (HEls) into hybrid campuses and the importance of pedagogical innovation, highlighting the need for training in hybrid/e-Iearning environments, and emphasizing the potential of mobile technologies. Furthermore, it presents a case study on two professional development courses offered to faculty members, working in the field of Engineering in Portugal, aiming to recon-figure their professionality. The research adopts an ethnographic methodology, integrating quantitative methods and utilizing a variety of data collection tools, including field notes and self-reflection sheets, to analyze the teachers' reconfiguration of their professional practices. The main findings of the study reveal that the majority of faculty members reported significant gains in transforming traditional courses to digital formats, mastering various online platforms and tools, and developing skills in online communication.