University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485Pedagogia universitária: a aprendizagem docente como um desafio à professoralidade - doi: 10.4025/actascieduc.v32i1.9485formative trajectoriesshared pedagogical knowledgeteaching professional developmenttrajetórias formativasconhecimento pedagógico compartilhadodesenvolvimento 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. Este artigo é resultado de pesquisas desenvolvidas no GPFOPE e tem por temática a formação do professor, considerando os processos engendrados para sua constituição. Assim sendo, a sua tessitura emerge da confluência de reflexões a partir de um campo teórico, dentro da Pedagogia Universitária, aliada à pesquisa de campo dessas investigações. Os principais autores, dentro dessa linha, que subsidiam este estudo são: Bolzan (2001; 2002-2005; 2006; 2007-2009) e Isaia e Bolzan (2004; 2006; 2007). Os achados assinalam que o professor vai constituindo-se, no decorrer da sua trajetória formativa, evidenciando, dessa forma, a ideia de inacabamento, o que pressupõe enfocar a formação de professores na perspectiva de um processo de aprendizagem para a docência de caráter permanente. Ademais, como os estudos indicam, é necessário igualmente considerar que as trajetórias de vida possuem marcas específicas, o que se faz pensar na direção de uma formação personalizada. Por conseguinte, compreende-se que se torna inerente pensar que a aprendizagem da docência e, por conseguinte, o desenvolvimento profissional, é impulsionado quando forem incorporadas práticas reflexivas conjuntamente com atividades colaborativas entre os sujeitos de formação.Universidade Estadual de Maringá2010-08-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/948510.4025/actascieduc.v32i1.9485Acta Scientiarum. Education; Vol 32 No 1 (2010): Jan.-June; 119-126Acta Scientiarum. Education; v. 32 n. 1 (2010): Jan.-June; 119-1262178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/9485/9485Bolzan, Doris Pires VargasAustria, Verônica CardosoLenz, Noemiinfo:eu-repo/semantics/openAccess2023-01-12T18:03:12Zoai:periodicos.uem.br/ojs:article/9485Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2023-01-12T18:03:12Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 Pedagogia universitária: a aprendizagem docente como um desafio à professoralidade - doi: 10.4025/actascieduc.v32i1.9485 |
title |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
spellingShingle |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 Bolzan, Doris Pires Vargas formative trajectories shared pedagogical knowledge teaching professional development trajetórias formativas conhecimento pedagógico compartilhado desenvolvimento profissional docente |
title_short |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
title_full |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
title_fullStr |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
title_full_unstemmed |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
title_sort |
University pedagogy: instructor learning as a challenge to professor practice - doi: 10.4025/actascieduc.v32i1.9485 |
author |
Bolzan, Doris Pires Vargas |
author_facet |
Bolzan, Doris Pires Vargas Austria, Verônica Cardoso Lenz, Noemi |
author_role |
author |
author2 |
Austria, Verônica Cardoso Lenz, Noemi |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Bolzan, Doris Pires Vargas Austria, Verônica Cardoso Lenz, Noemi |
dc.subject.por.fl_str_mv |
formative trajectories shared pedagogical knowledge teaching professional development trajetórias formativas conhecimento pedagógico compartilhado desenvolvimento profissional docente |
topic |
formative trajectories shared pedagogical knowledge teaching professional development trajetórias formativas conhecimento pedagógico compartilhado desenvolvimento profissional docente |
description |
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. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-08-12 |
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/9485 10.4025/actascieduc.v32i1.9485 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/9485 |
identifier_str_mv |
10.4025/actascieduc.v32i1.9485 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/9485/9485 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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 32 No 1 (2010): Jan.-June; 119-126 Acta Scientiarum. Education; v. 32 n. 1 (2010): Jan.-June; 119-126 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|| |
_version_ |
1754842068174241792 |