A construção dos saberes docentes por professores formadores

• Autor(a) principal: Teixeira, Fabiana Cristina
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3429
• topic: Saberes docentes; Docência no ensino superior; Professores formadores; Teacher knowledge; Teaching in higher education; Trainer teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study sought to understand how was the construction of teacher educators in teacher knowledge of an important Universidade Federal de Minas Gerais. The survey was conducted through narratives of teachers, specifically focusing on their training courses. The literature review acted as main themes: the construction of teacher knowledge and learning to teach, teaching in higher education and training of trainer teachers. The analysis of the narratives was performed from the literature review conducted previously, which covered national and international authors in the field of teacher education. Structurally, the analysis relied on three main themes: the first covering the experiences of teaching history; the second, the construction of teaching; and third, considering paths and challenges of trainer teachers. As participants in the study, it relied on two subjects working in teacher training courses, with equivalent time experience in teaching in higher education. Teachers narrated their training courses from their remote educational experiences, through challenges, significant reference figures in their paths, challenges and the most varied experiences that culminated in work as they act nowadays, considering the challenges and expectations. Data analysis confirmed that the appropriation of knowledge really happens in a procedural, continuous way and traversing the entire life course, although we have focused on only the training course. The study has also confirmed how much the teacher knowledge are linked to each other and interfere with each other in their process of incorporation. Also, it pointed out minimal conditions perceived by teachers as critical to the performance in the field, involving specific knowledge, but independent of the level of training.