University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485

• Autor(a) principal: Bolzan, Doris Pires Vargas
• Data de Publicação: 2010
• Outros Autores: Austria, Verônica Cardoso, Lenz, Noemi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/9485
• topic: formative trajectories; shared pedagogical knowledge; teaching professional development; trajetórias formativas; conhecimento pedagógico compartilhado; desenvolvimento profissional docente

The present article arises from studies developed at the GPFOPE, and its theme is teacher education, considering the processes engendered to their constitution. Thus, its fabric emerges from the confluence of ideas from a theoretical field within the field of University Pedagogy, combined with field research of these investigations. The main authors, within this line, who subsidize this study are: Bolzan (2001; 2002-2005; 2006; 2007-2009) and Isaia and Bolzan (2004; 2006; 2007). The findings indicate that the professor is formed in the course of his career training, thereby evidencing, the idea of incompleteness, which presupposes focusing professor formation in the perspective of a permanent learning process for teaching. Furthermore, as the studies indicate, it is equally necessary to consider that life trajectories have specific marks, which gives pause to the concept of personalized training. Therefore, it is understood that it is inherent to think that the learning of teaching and, therefore, professional development, Consequently, it is understood that it becomes inherent to think that learning how to teach, and therefore professional development, is stimulated when reflective practice are incorporated in conjunction with collaborative activities among the subjects of training.