The institutionalization of teacher training in business higher education as a consequence of pandemic experiences

Andréa Consolino Ximenes, Vanessa Itacaramby Pardim, Felipe Carvalhal, Iara Yamamoto and Adriana Backx Noronha Viana

Accounting Education, 2025, vol. 34, issue 5, 739-759

Abstract: This experiential report underscores the ongoing need for training higher education business teachers in educational methodologies and technologies, as observed from the results of actions taken during the COVID-19 pandemic’s social distancing process. The institutionalization of teacher training became evident following the emergency transition from in-person to remote teaching and learning. Based on this experience, a series of continuous training initiatives have been structured and proposed as outcomes. The objective of the study is to identify the key aspects of institutionalizing teacher development as a consequence of these measures. Action research served as the research methodology to measure and evaluate the applied processes, with results presented and assessed in three cycles, each offering opportunities for improvement. Ultimately, this report highlights how the institutionalization of continuous teacher training aligns with the objectives of Education 4.0 and the imperative for pedagogical practice updates, potentially offering insights for teacher training research and practical actions.

Date: 2025
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DOI: 10.1080/09639284.2025.2456149

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