Continuing education at the University: Teachers Trainers and Teachers Trainees

Detalhes bibliográficos
Autor(a) principal: de Oliveira, Gisela Guedes Duarte Silva
Data de Publicação: 2019
Outros Autores: Machado, Jane do Carmo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v11i3.4855
Resumo: This study, based on a completed research, presents the contributions of the continuing education of higher education teachers for the implementation of an innovative proposal of training in a course of Pedagogy of the University Center Serra dos Órgãos - UNIFESO - based on the Work Project Methodology. It discusses how the continuing and in-service training of teachers who work in the Pedagogy course, held on by the pedagogical coordinator as teacher trainer, can potentialize the pedagogical practice of these teachers especially with regard to the requirements of the new course proposal. The data are derived from observations made during the in-service and continuing training of trainee teachers and teacher trainer and questionnaires. From the results it can be inferred, especially, that these collective moments of sharing and construction of the planning between professors and the pedagogical coordinator made possible the reorganization of the pedagogical work through reflections, exchange of experiences and knowledge. The results revealed that there is an effort on the part of those involved, teachers in training and teacher trainer, to transform the way of teaching, based on the Work Project Methodology, to achieve a more meaningful learning by the Pedagogy’s students. They also demonstrated that this collective training movement that takes place in the work locus concomitantly with the implementation of a new proposal for the Pedagogy course is essential for the promotion of changes and significant transformations in the teaching work itself.
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spelling Continuing education at the University: Teachers Trainers and Teachers TraineesA formação continuada na Universidade: Professores Formadores e Professores FormandosThis study, based on a completed research, presents the contributions of the continuing education of higher education teachers for the implementation of an innovative proposal of training in a course of Pedagogy of the University Center Serra dos Órgãos - UNIFESO - based on the Work Project Methodology. It discusses how the continuing and in-service training of teachers who work in the Pedagogy course, held on by the pedagogical coordinator as teacher trainer, can potentialize the pedagogical practice of these teachers especially with regard to the requirements of the new course proposal. The data are derived from observations made during the in-service and continuing training of trainee teachers and teacher trainer and questionnaires. From the results it can be inferred, especially, that these collective moments of sharing and construction of the planning between professors and the pedagogical coordinator made possible the reorganization of the pedagogical work through reflections, exchange of experiences and knowledge. The results revealed that there is an effort on the part of those involved, teachers in training and teacher trainer, to transform the way of teaching, based on the Work Project Methodology, to achieve a more meaningful learning by the Pedagogy’s students. They also demonstrated that this collective training movement that takes place in the work locus concomitantly with the implementation of a new proposal for the Pedagogy course is essential for the promotion of changes and significant transformations in the teaching work itself.Este estudio, resultante de una investigación concluida, presenta las contribuciones de la formación continuada de profesores formadores de la enseñanza superior para la implementación de una propuesta innovadora de formación en un curso de Pedagogía del Centro Universitario Serra de los Órganos - UNIFESO - basada en la Metodología por Proyectos de Trabajo. En el caso de los profesores que actúan en la licenciatura en Pedagogía, dinamizada por el coordinador pedagógico como profesor formador, puede potenciar la práctica pedagógica de estos profesores especialmente en lo que se refiere a las exigencias de la nueva propuesta del curso. Los datos se derivan de observaciones realizadas durante la formación continuada y en servicio de profesores formandos y profesor formador y de cuestionarios. De los resultados se puede inferir, especialmente, que esos momentos colectivos de reparto y de construcción de la planificación entre los profesores formandos y la coordinadora pedagógica posibilitaron la reorganización del trabajo pedagógico a partir de reflexiones, de intercambio de experiencias y de saberes. Los resultados revelaron que hay un esfuerzo por parte de los involucrados, profesores formandos y profesor formador, en transformar la forma de enseñar, basadas en la Metodología por Proyectos de Trabajo, para alcanzar un aprendizaje más significativo por parte de los licenciandos en Pedagogía. Se evidenció además que ese movimiento formativo colectivo que ocurre en el locus de trabajo concomitantemente con la implementación de una nueva propuesta para el curso de Pedagogía es imprescindible para la conmoción de cambios y de transformaciones significativas en el propio trabajo docente.Este estudo, decorrente de pesquisa concluída, apresenta as contribuições da formação continuada de professores formadores do ensino superior para a implementação de uma proposta inovadora de formação em um curso de Pedagogia do Centro Universitário Serra dos Órgãos – UNIFESO - baseada na Metodologia por Projetos de Trabalho. Discuti-se como a formação continuada e em serviço de professores que atuam na licenciatura em Pedagogia, dinamizada pelo coordenador pedagógico como professor formador, pode potencializar a prática pedagógica desses professores especialmente no que se refere às exigências da nova proposta do curso. Os dados são decorrentes de observações realizadas durante a formação continuada e em serviço de professores formandos e professor formador e de questionários. Dos resultados pode-se inferir, especialmente, que esses momentos coletivos de partilha e de construção do planejamento entre os professores formandos e a coordenadora pedagógica possibilitaram a reorganização do trabalho pedagógico a partir de reflexões, de troca de experiências e de saberes. Os resultados revelaram que há um esforço por parte dos envolvidos, professores formandos e professor formador, em transformar a forma de ensinar, baseada na Metodologia por Projetos de Trabalho, para alcançar uma aprendizagem mais significativa por parte dos licenciandos em Pedagogia. Evidenciaram ainda que esse movimento formativo coletivo que acontece no locus de trabalho concomitantemente com a implementação de uma nova proposta para o curso de Pedagogia é imprescindível para a promoção de mudanças e de transformações significativas no próprio trabalho docente.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-09-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i3.4855https://doi.org/10.34624/id.v11i3.4855Indagatio Didactica; Vol 11 No 3 (2019); 39-56Indagatio Didactica; Vol. 11 Núm. 3 (2019); 39-56Indagatio Didactica; Vol. 11 No 3 (2019); 39-56Indagatio Didactica; vol. 11 n.º 3 (2019); 39-561647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/4855https://proa.ua.pt/index.php/id/article/view/4855/3628de Oliveira, Gisela Guedes Duarte SilvaMachado, Jane do Carmoinfo:eu-repo/semantics/openAccess2023-09-22T10:17:14Zoai:proa.ua.pt:article/4855Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:15.073257Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Continuing education at the University: Teachers Trainers and Teachers Trainees
A formação continuada na Universidade: Professores Formadores e Professores Formandos
title Continuing education at the University: Teachers Trainers and Teachers Trainees
spellingShingle Continuing education at the University: Teachers Trainers and Teachers Trainees
de Oliveira, Gisela Guedes Duarte Silva
title_short Continuing education at the University: Teachers Trainers and Teachers Trainees
title_full Continuing education at the University: Teachers Trainers and Teachers Trainees
title_fullStr Continuing education at the University: Teachers Trainers and Teachers Trainees
title_full_unstemmed Continuing education at the University: Teachers Trainers and Teachers Trainees
title_sort Continuing education at the University: Teachers Trainers and Teachers Trainees
author de Oliveira, Gisela Guedes Duarte Silva
author_facet de Oliveira, Gisela Guedes Duarte Silva
Machado, Jane do Carmo
author_role author
author2 Machado, Jane do Carmo
author2_role author
dc.contributor.author.fl_str_mv de Oliveira, Gisela Guedes Duarte Silva
Machado, Jane do Carmo
description This study, based on a completed research, presents the contributions of the continuing education of higher education teachers for the implementation of an innovative proposal of training in a course of Pedagogy of the University Center Serra dos Órgãos - UNIFESO - based on the Work Project Methodology. It discusses how the continuing and in-service training of teachers who work in the Pedagogy course, held on by the pedagogical coordinator as teacher trainer, can potentialize the pedagogical practice of these teachers especially with regard to the requirements of the new course proposal. The data are derived from observations made during the in-service and continuing training of trainee teachers and teacher trainer and questionnaires. From the results it can be inferred, especially, that these collective moments of sharing and construction of the planning between professors and the pedagogical coordinator made possible the reorganization of the pedagogical work through reflections, exchange of experiences and knowledge. The results revealed that there is an effort on the part of those involved, teachers in training and teacher trainer, to transform the way of teaching, based on the Work Project Methodology, to achieve a more meaningful learning by the Pedagogy’s students. They also demonstrated that this collective training movement that takes place in the work locus concomitantly with the implementation of a new proposal for the Pedagogy course is essential for the promotion of changes and significant transformations in the teaching work itself.
publishDate 2019
dc.date.none.fl_str_mv 2019-09-25
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url https://doi.org/10.34624/id.v11i3.4855
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/4855
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dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 11 No 3 (2019); 39-56
Indagatio Didactica; Vol. 11 Núm. 3 (2019); 39-56
Indagatio Didactica; Vol. 11 No 3 (2019); 39-56
Indagatio Didactica; vol. 11 n.º 3 (2019); 39-56
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