Faculty professional development strategies in public universities: similarities and differences

Detalhes bibliográficos
Autor(a) principal: Selbach, Paula Trindade da Silva
Data de Publicação: 2018
Outros Autores: Luce, Maria Beatriz
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371
Resumo:  This study aims to understand the strategy definition processes in faculty development movements of five Brazilian public universities. Specifically, we wanted to know about the articulation of university pedagogy with different areas of knowledge, describe the strategies developed and realize conditions that facilitate and/or hinder their development. Seven academic administrators involved in the organization and planning of these strategies collaborated in this research. The results revealed that the main strategies used are lectures, seminars and workshops; and that only one of the institutions uses activities mediated by information and communication technologies such as teleducation. The interviewees mentioned that the universities have difficulties in establishing and strengthening pedagogical advisory groups to bring together teachers and staff to address teaching practice issues, given the specificities of the institution. In fact, little was mentioned about organizing and enhancing internal groups for this purpose, which may suggest that they are not relying on specialized researchers or sufficiently considering the literature and experiences in this field. At the end, we point out that further studies could provide more insight into the impasses and their conditioning factors, thus, could help in the development of organizational and programmatic alternatives or innovations to improve teaching and learning processes in Brazilian higher education. 
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spelling Faculty professional development strategies in public universities: similarities and differencesEstrategias de desarrollo profesional docente en universidades públicas: similitudes y diferenciasEstratégias de desenvolvimento profissional docente em universidades públicas: similaridades e diferençaslecturesseminarsworkshopsteletraining.conferenciassemináriostalleresteleformaciones.palestrassemináriosoficinasteleformação. This study aims to understand the strategy definition processes in faculty development movements of five Brazilian public universities. Specifically, we wanted to know about the articulation of university pedagogy with different areas of knowledge, describe the strategies developed and realize conditions that facilitate and/or hinder their development. Seven academic administrators involved in the organization and planning of these strategies collaborated in this research. The results revealed that the main strategies used are lectures, seminars and workshops; and that only one of the institutions uses activities mediated by information and communication technologies such as teleducation. The interviewees mentioned that the universities have difficulties in establishing and strengthening pedagogical advisory groups to bring together teachers and staff to address teaching practice issues, given the specificities of the institution. In fact, little was mentioned about organizing and enhancing internal groups for this purpose, which may suggest that they are not relying on specialized researchers or sufficiently considering the literature and experiences in this field. At the end, we point out that further studies could provide more insight into the impasses and their conditioning factors, thus, could help in the development of organizational and programmatic alternatives or innovations to improve teaching and learning processes in Brazilian higher education.  En este estudio buscamos comprender el proceso de definición de las principales estrategias desarrolladas por los movimientos de formación pedagógica en cinco universidades públicas de Brasil. En concreto, pretendemos saber cómo ocurre la articulación de la pedagogía universitaria con las diferentes áreas del conocimiento, describir las estrategias desarrolladas y percibir las condiciones que facilitan y / o dificultan su emprendimiento. La investigación contó con la colaboración de siete gestores que participaban en la organización y planificación de esas estrategias. Los resultados revelaron que: las principales estrategias utilizadas son conferencias, seminarios y talleres; sólo una de las instituciones utiliza actividades mediadas por tecnologías, como la teleformación; las universidades evidenciaron dificultades para constituir y fortalecer grupos que congreguen docentes y técnicos para el enfrentamiento de cuestiones de la práctica de enseñanza, en vista de las especificidades de la institución; poco se mencionó sobre organizar y valorar grupos internos con este objetivo, lo que permite suponer que no estén contando con investigadores especializados o considerando suficientemente la literatura y las experiencias de este ámbito. Al final, apuntamos que nuevos estudios podrían profundizar el conocimiento sobre los impasses y sus condicionantes, así, auxiliar en el desarrollo de alternativas, innovaciones organizacionales y programáticas para mejorar los procesos de enseñanza y aprender en la educación superior brasileña. Neste estudo buscamos compreender o processo de definição das principais estratégias desenvolvidas pelos movimentos de formação pedagógica em cinco universidades públicas do Brasil. Especificamente, pretendemos saber como ocorre a articulação da pedagogia universitária com as diferentes áreas do conhecimento, descrever as estratégias desenvolvidas e perceber as condições que facilitam e/ou dificultam seu empreendimento. A pesquisa contou com a colaboração de sete gestores que participavam da organização e planejamento dessas estratégias. Os resultados revelaram que: as principais estratégias utilizadas são palestras, seminários e oficinas; apenas uma das instituições utiliza atividades mediadas por tecnologias, como a teleformação; as universidades evidenciaram dificuldades para constituir e fortalecer grupos que congreguem docentes e técnicos para o enfrentamento de questões da prática de ensino, em face das especificidades da instituição; pouco foi mencionado sobre organizar e valorizar grupos internos com este objetivo, o que permite supor que não estejam contando com pesquisadores especializados ou considerando suficientemente a literatura e experiências deste escopo. Ao final, apontamos que novos estudos poderiam aprofundar o conhecimento sobre os impasses e seus condicionantes, assim, auxiliar no desenvolvimento de alternativas, inovações organizacionais e programáticas para melhorar os processos de ensinar e aprender na educação superior brasileira. Universidade Estadual de Maringá2018-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3237110.4025/actascieduc.v40i4.32371Acta Scientiarum. Education; Vol 40 No 4 (2018); e32371Acta Scientiarum. Education; v. 40 n. 4 (2018); e323712178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371/751375138383https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371/751375138411Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSelbach, Paula Trindade da SilvaLuce, Maria Beatriz2022-02-17T22:09:28Zoai:periodicos.uem.br/ojs:article/32371Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:28Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Faculty professional development strategies in public universities: similarities and differences
Estrategias de desarrollo profesional docente en universidades públicas: similitudes y diferencias
Estratégias de desenvolvimento profissional docente em universidades públicas: similaridades e diferenças
title Faculty professional development strategies in public universities: similarities and differences
spellingShingle Faculty professional development strategies in public universities: similarities and differences
Selbach, Paula Trindade da Silva
lectures
seminars
workshops
teletraining.
conferencias
seminários
talleres
teleformaciones.
palestras
seminários
oficinas
teleformação.
title_short Faculty professional development strategies in public universities: similarities and differences
title_full Faculty professional development strategies in public universities: similarities and differences
title_fullStr Faculty professional development strategies in public universities: similarities and differences
title_full_unstemmed Faculty professional development strategies in public universities: similarities and differences
title_sort Faculty professional development strategies in public universities: similarities and differences
author Selbach, Paula Trindade da Silva
author_facet Selbach, Paula Trindade da Silva
Luce, Maria Beatriz
author_role author
author2 Luce, Maria Beatriz
author2_role author
dc.contributor.author.fl_str_mv Selbach, Paula Trindade da Silva
Luce, Maria Beatriz
dc.subject.por.fl_str_mv lectures
seminars
workshops
teletraining.
conferencias
seminários
talleres
teleformaciones.
palestras
seminários
oficinas
teleformação.
topic lectures
seminars
workshops
teletraining.
conferencias
seminários
talleres
teleformaciones.
palestras
seminários
oficinas
teleformação.
description  This study aims to understand the strategy definition processes in faculty development movements of five Brazilian public universities. Specifically, we wanted to know about the articulation of university pedagogy with different areas of knowledge, describe the strategies developed and realize conditions that facilitate and/or hinder their development. Seven academic administrators involved in the organization and planning of these strategies collaborated in this research. The results revealed that the main strategies used are lectures, seminars and workshops; and that only one of the institutions uses activities mediated by information and communication technologies such as teleducation. The interviewees mentioned that the universities have difficulties in establishing and strengthening pedagogical advisory groups to bring together teachers and staff to address teaching practice issues, given the specificities of the institution. In fact, little was mentioned about organizing and enhancing internal groups for this purpose, which may suggest that they are not relying on specialized researchers or sufficiently considering the literature and experiences in this field. At the end, we point out that further studies could provide more insight into the impasses and their conditioning factors, thus, could help in the development of organizational and programmatic alternatives or innovations to improve teaching and learning processes in Brazilian higher education. 
publishDate 2018
dc.date.none.fl_str_mv 2018-10-05
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371
10.4025/actascieduc.v40i4.32371
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371
identifier_str_mv 10.4025/actascieduc.v40i4.32371
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371/751375138383
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32371/751375138411
dc.rights.driver.fl_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 40 No 4 (2018); e32371
Acta Scientiarum. Education; v. 40 n. 4 (2018); e32371
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
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instname_str Universidade Estadual de Maringá (UEM)
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institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
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