Faculty professional development strategies in public universities: similarities and differences
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Data de Publicação: | 2018 |
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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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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) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
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) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
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1754842069401075712 |