Docência na universidade: aprendizagem e desenvolvimento profissional docente no ensino superior

• Ano de defesa: 2014
• Autor(a) principal: Padula, Sandra Regina Paes
• Orientador(a): Mizukami, Maria da Graça Nicoletti
• Banca de defesa: Pagotto, Maria Dalva Silva , Tancredi, Regina Maria Simões Puccinelli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Educação, Arte e História
• País: BR
• Palavras-chave em Português: ensino e aprendizagem; educação permanente; docência; formação de professores; ensino superior
• Palavras-chave em Inglês: Higher Education teachers; learning in teaching; professional development of teaching; teacher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24789

The focus of this work is on learning and teacher professional development in higher education. The survey and qualitative nature and developed around the following problem: how teachers of higher education graduates PPG - EAHC - UPM different areas of knowledge characterize their learning trajectories of teaching? The overall objective was to graduates as teachers of higher education PPG - EAHC - UPM different areas of knowledge characterize their learning trajectories of teaching. For this, we used an exploratory descriptive study with graduates of the PPG-EAHC teachers who are serving as teaching in higher education institutions, through interviews. The discussion and analysis of relevant data aspects by descriptive-analytical method reveal that the early teaching experiences and has its own merits attention in the constitution of teacher education. Teachers feel the lack of a specific teacher training for higher education and recognize the need to continue their studies in graduate school, report the importance of in-service training once the teacher never finishes his training. Also, indicate the difficulties found in higher education: overcoming the insecurity that lack of experience generates; learn and find solutions with heterogeneity and diversity of students who come to school today with banks lags in the contents, and numerous lecture halls; and also the importance of dialogue with peers to share experiences and learning. The study emphasized that the autonomy and constitution the teaching profession is an ongoing process and develops with experience in the teaching profession itself. Also confirmed that the pedagogical training of teachers in higher education also relies informally in their learning as a university student, in particular, on their memories of the good teachers, a professional who acquires and develops knowledge from practice and in comparison with the conditions of profession throughout his professional career. And the need for professionalization of teachers and on the need of becoming reflective about their learning and that.