Training and professional development: constitution of teaching knowledge in higher education

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Renata Rosa Russo Pinheiro Costa
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Práticas Educativas, Memórias e Oralidades
Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/9165
Resumo: His article amis to analyze the formation and constitution of teaching knowledge in higher education. The teaching knowledge is constituted along the professional trajectory mediated by the resignifiction of a socio, cultural, political and education nature. This is na explaratory and interpretive research, qualitative approach. As theoretical contributions studies by Tardif (2010), Anastasiou (2002), Ghauthier el al (2015), Almeida (2012), Roldão (2007). The research subjects are course professors from a public higher education institution. For data collection and analysis, the documentar research was carried out in the time frame from 2014 a 2018. The results indicate that teacher training is considered as a contínuos, progressive action, materilized int the teaching pratice. It is cocluded that the constitution of teaching knoweldge in higher education is articulated with prefessional development understood as a permanente attitude that integrates diffrent experiences with meanings and meanings for teaching pratice.
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spelling Training and professional development: constitution of teaching knowledge in higher educationFormação e desenvolvimento profissional: constituição de saberes docentes no ensino superiorFormaçãoSaberesEnsino SuperiorTrainingKnowledgeHigher educationHis article amis to analyze the formation and constitution of teaching knowledge in higher education. The teaching knowledge is constituted along the professional trajectory mediated by the resignifiction of a socio, cultural, political and education nature. This is na explaratory and interpretive research, qualitative approach. As theoretical contributions studies by Tardif (2010), Anastasiou (2002), Ghauthier el al (2015), Almeida (2012), Roldão (2007). The research subjects are course professors from a public higher education institution. For data collection and analysis, the documentar research was carried out in the time frame from 2014 a 2018. The results indicate that teacher training is considered as a contínuos, progressive action, materilized int the teaching pratice. It is cocluded that the constitution of teaching knoweldge in higher education is articulated with prefessional development understood as a permanente attitude that integrates diffrent experiences with meanings and meanings for teaching pratice.Este artigo tem como objetivo analisar a formação e a constituição dos saberes docentes no Ensino Superior. Os saberes docentes se constituem ao longo da trajetória profissional mediada pela ressignificação de natureza social, cultural, política e educacional. Trata-se de uma pesquisa exploratória e interpretativa, fundamentada na abordagem qualitativa. Como aportes teóricos estudos de Tardif (2010), Anastasiou (2002), Ghauther et al (2015), Almeida (2012), Roldão (2007). Os sujeitos da pesquisa são professores do curso de uma instituição pública de ensino superior. Para coleta e análise dos dados a pesquisa documental foi realizada no marco temporal de 2014 a 2018. Os resultados apontam que a formação de professores é considerada como uma ação contínua, progressiva, materializada no exercício da docência. Conclui-se que a constituição dos saberes docentes no ensino superior se articula com o desenvolvimento profissional entendido como uma atitude permanente que integra diferentes experiências com sentidos e significados para prática docente.EdUECE - Editora da Universidade Estadual do Ceará2022-11-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uece.br/index.php/revpemo/article/view/916510.47149/pemo.v4.e49165Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e49165Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e49165Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e491652675-519Xreponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/revpemo/article/view/9165/7832https://revistas.uece.br/index.php/revpemo/article/view/9165/8323https://revistas.uece.br/index.php/revpemo/article/view/9165/8827Copyright (c) 2022 Renata Rosa Russo Pinheiro Costa Ribeirohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRibeiro, Renata Rosa Russo Pinheiro Costa 2023-10-03T14:00:38Zoai:ojs.revistas.uece.br:article/9165Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2023-10-03T14:00:38Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Training and professional development: constitution of teaching knowledge in higher education
Formação e desenvolvimento profissional: constituição de saberes docentes no ensino superior
title Training and professional development: constitution of teaching knowledge in higher education
spellingShingle Training and professional development: constitution of teaching knowledge in higher education
Ribeiro, Renata Rosa Russo Pinheiro Costa
Formação
Saberes
Ensino Superior
Training
Knowledge
Higher education
title_short Training and professional development: constitution of teaching knowledge in higher education
title_full Training and professional development: constitution of teaching knowledge in higher education
title_fullStr Training and professional development: constitution of teaching knowledge in higher education
title_full_unstemmed Training and professional development: constitution of teaching knowledge in higher education
title_sort Training and professional development: constitution of teaching knowledge in higher education
author Ribeiro, Renata Rosa Russo Pinheiro Costa
author_facet Ribeiro, Renata Rosa Russo Pinheiro Costa
author_role author
dc.contributor.author.fl_str_mv Ribeiro, Renata Rosa Russo Pinheiro Costa
dc.subject.por.fl_str_mv Formação
Saberes
Ensino Superior
Training
Knowledge
Higher education
topic Formação
Saberes
Ensino Superior
Training
Knowledge
Higher education
description His article amis to analyze the formation and constitution of teaching knowledge in higher education. The teaching knowledge is constituted along the professional trajectory mediated by the resignifiction of a socio, cultural, political and education nature. This is na explaratory and interpretive research, qualitative approach. As theoretical contributions studies by Tardif (2010), Anastasiou (2002), Ghauthier el al (2015), Almeida (2012), Roldão (2007). The research subjects are course professors from a public higher education institution. For data collection and analysis, the documentar research was carried out in the time frame from 2014 a 2018. The results indicate that teacher training is considered as a contínuos, progressive action, materilized int the teaching pratice. It is cocluded that the constitution of teaching knoweldge in higher education is articulated with prefessional development understood as a permanente attitude that integrates diffrent experiences with meanings and meanings for teaching pratice.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-20
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://revistas.uece.br/index.php/revpemo/article/view/9165
10.47149/pemo.v4.e49165
url https://revistas.uece.br/index.php/revpemo/article/view/9165
identifier_str_mv 10.47149/pemo.v4.e49165
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/revpemo/article/view/9165/7832
https://revistas.uece.br/index.php/revpemo/article/view/9165/8323
https://revistas.uece.br/index.php/revpemo/article/view/9165/8827
dc.rights.driver.fl_str_mv Copyright (c) 2022 Renata Rosa Russo Pinheiro Costa Ribeiro
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Renata Rosa Russo Pinheiro Costa Ribeiro
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Educational Practices, Memories and Oralities; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e49165
Práticas Educativas, Memórias e Oralidades; Vol. 4 (2022): Práticas Educativas, Memórias e Oralidades; e49165
Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 4 (2022): Práticas Educativas, Memórias e Oralidades; e49165
2675-519X
reponame:Práticas Educativas, Memórias e Oralidades
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Práticas Educativas, Memórias e Oralidades
collection Práticas Educativas, Memórias e Oralidades
repository.name.fl_str_mv Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv rev.pemo@uece.br
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