Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences

Detalhes bibliográficos
Autor(a) principal: Ferraz, Victor Gomes Lima
Data de Publicação: 2022
Outros Autores: Lopes, José Guilherme da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3985
Resumo: Professional practice in Brazilian universities requires from professors a set of knowledge, values ​​and principles, in addition to the articulation between teaching, research and extension. However, the training of university professors, whose locus are the postgraduate programs, prioritize the training of researchers. We aim to investigate the perceptions of a group of teachers and the potential of moments and spaces that mobilize teacher training. The data were built with four higher education professors, using interviews and a focus group, analyzed with content analysis. We realized that these professionals valued skills and characteristics that we relate to teaching knowledge, and pointed out the importance of sharing experiences between professors and graduate students and reflecting on such practice. We conclude that the promotion of spaces that encourage this sharing has great potential for reflection on teacher training and practice.
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spelling Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiencesLa formación continua para la docencia en la Educación Superior: la mirada de los docentes y los aportes de los espacios de intercambio de experienciasFormação continuada para a docência no Ensino Superior: a visão de professores e as contribuições de espaços de compartilhamento de experiênciasFormação DocenteDocência UniversitáriaSaberes DocentesFormação Continuada de ProfessoresPedagogia UniversitáriaTeacher EducationHigher EducationTeacher KnowledgePermanent EducationUniversity PedagogyFormación de ProfesoresDocencia UniversitariaSaberes DocentesFormación Continua del ProfesoradoPedagogía UniversitariaProfessional practice in Brazilian universities requires from professors a set of knowledge, values ​​and principles, in addition to the articulation between teaching, research and extension. However, the training of university professors, whose locus are the postgraduate programs, prioritize the training of researchers. We aim to investigate the perceptions of a group of teachers and the potential of moments and spaces that mobilize teacher training. The data were built with four higher education professors, using interviews and a focus group, analyzed with content analysis. We realized that these professionals valued skills and characteristics that we relate to teaching knowledge, and pointed out the importance of sharing experiences between professors and graduate students and reflecting on such practice. We conclude that the promotion of spaces that encourage this sharing has great potential for reflection on teacher training and practice.La práctica profesional en las universidades brasileñas requiere de los profesores un conjunto de conocimientos, valores y principios, además de la articulación entre docencia, investigación y extensión. Sin embargo, la formación de profesores universitarios, cuyo locus es el posgrado, privilegia la formación de investigadores. Nuestro objetivo es investigar las percepciones de un grupo de profesores y el potencial de los momentos y espacios que movilizan la formación docente. Los datos fueron construidos con cuatro profesores de educación superior, utilizando entrevistas y grupo focal, trabajados a la luz del análisis de contenido. Nos dimos cuenta de que estos profesionales valoraban las habilidades y características que relacionamos con la enseñanza del saber, y señalamos la importancia de compartir experiencias entre profesores y estudiantes de posgrado y reflexionar sobre esa práctica. Concluimos que la promoción de espacios que propicien este compartir tiene un gran potencial de reflexión sobre la formación y la práctica docente.O exercício profissional nas universidades brasileiras exige dos docentes um conjunto de saberes, valores e princípios, além da articulação entre docência, pesquisa e extensão. No entanto, a formação de professores universitários, que tem como lócus a pós-graduação, enfatiza prioritariamente formar pesquisadores. Objetivamos investigar as percepções de um grupo de professores e as potencialidades de momentos e espaços que mobilizem a formação docente. Os dados foram construídos com quatro professores do Ensino Superior, utilizando entrevistas e um grupo focal, trabalhados à luz da análise de conteúdo. Percebemos que esses profissionais valorizaram habilidades e características que relacionamos aos saberes docentes, e apontaram a importância do compartilhamento de experiências entre professores e pós-graduandos e da reflexão sobre tal prática. Concluímos que o fomento de espaços que estimulem esse compartilhamento apresenta grande potencial para a reflexão sobre a prática e a formação docente.Editora Cruzeiro do Sul2022-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/398510.26843/rencima.v13n5a23Revista de Ensino de Ciências e Matemática; v. 13 n. 5 (2022): out./dez.; 1-262179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3985/1916https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessFerraz, Victor Gomes LimaLopes, José Guilherme da Silva2022-12-06T16:38:43Zoai:ojs.pkp.sfu.ca:article/3985Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-12-06T16:38:43Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
La formación continua para la docencia en la Educación Superior: la mirada de los docentes y los aportes de los espacios de intercambio de experiencias
Formação continuada para a docência no Ensino Superior: a visão de professores e as contribuições de espaços de compartilhamento de experiências
title Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
spellingShingle Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
Ferraz, Victor Gomes Lima
Formação Docente
Docência Universitária
Saberes Docentes
Formação Continuada de Professores
Pedagogia Universitária
Teacher Education
Higher Education
Teacher Knowledge
Permanent Education
University Pedagogy
Formación de Profesores
Docencia Universitaria
Saberes Docentes
Formación Continua del Profesorado
Pedagogía Universitaria
title_short Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
title_full Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
title_fullStr Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
title_full_unstemmed Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
title_sort Continuous training for teaching in Higher Education: the view of teachers and the contributions of spaces for sharing experiences
author Ferraz, Victor Gomes Lima
author_facet Ferraz, Victor Gomes Lima
Lopes, José Guilherme da Silva
author_role author
author2 Lopes, José Guilherme da Silva
author2_role author
dc.contributor.author.fl_str_mv Ferraz, Victor Gomes Lima
Lopes, José Guilherme da Silva
dc.subject.por.fl_str_mv Formação Docente
Docência Universitária
Saberes Docentes
Formação Continuada de Professores
Pedagogia Universitária
Teacher Education
Higher Education
Teacher Knowledge
Permanent Education
University Pedagogy
Formación de Profesores
Docencia Universitaria
Saberes Docentes
Formación Continua del Profesorado
Pedagogía Universitaria
topic Formação Docente
Docência Universitária
Saberes Docentes
Formação Continuada de Professores
Pedagogia Universitária
Teacher Education
Higher Education
Teacher Knowledge
Permanent Education
University Pedagogy
Formación de Profesores
Docencia Universitaria
Saberes Docentes
Formación Continua del Profesorado
Pedagogía Universitaria
description Professional practice in Brazilian universities requires from professors a set of knowledge, values ​​and principles, in addition to the articulation between teaching, research and extension. However, the training of university professors, whose locus are the postgraduate programs, prioritize the training of researchers. We aim to investigate the perceptions of a group of teachers and the potential of moments and spaces that mobilize teacher training. The data were built with four higher education professors, using interviews and a focus group, analyzed with content analysis. We realized that these professionals valued skills and characteristics that we relate to teaching knowledge, and pointed out the importance of sharing experiences between professors and graduate students and reflecting on such practice. We conclude that the promotion of spaces that encourage this sharing has great potential for reflection on teacher training and practice.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3985
10.26843/rencima.v13n5a23
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3985
identifier_str_mv 10.26843/rencima.v13n5a23
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3985/1916
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 5 (2022): out./dez.; 1-26
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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