Continuous development and education follow-up of new university professors: effects on the use of teaching strategies
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/10867 |
Resumo: | Several universities offer teaching continuous development courses and support to new professors with the purpose of leading them to concentrate more on their students’ learning than on transmitting knowledge. However, have such continuous development and follow-up had any effect on the teaching strategies employed by those professors? Is there a distinction between these strategies and those used by professors who are not in continuous development projects? This text presents data collected along three years, through observation and interviews, with 22 new professors, from which 9 are in continuous development courses, 8 have completed such courses and are in a follow-up phase and 5 who have never taken part in continuous development courses. The results have not revealed noticeable difference between these professors, which leads to the conclusion that all of the them employed strategies that go beyond knowledge transmission. Keywords: Continuous development. Education follow-up. New Professors. Teaching Strategies. University. |
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Continuous development and education follow-up of new university professors: effects on the use of teaching strategiesCapacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanzaCapacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanzaSeveral universities offer teaching continuous development courses and support to new professors with the purpose of leading them to concentrate more on their students’ learning than on transmitting knowledge. However, have such continuous development and follow-up had any effect on the teaching strategies employed by those professors? Is there a distinction between these strategies and those used by professors who are not in continuous development projects? This text presents data collected along three years, through observation and interviews, with 22 new professors, from which 9 are in continuous development courses, 8 have completed such courses and are in a follow-up phase and 5 who have never taken part in continuous development courses. The results have not revealed noticeable difference between these professors, which leads to the conclusion that all of the them employed strategies that go beyond knowledge transmission. Keywords: Continuous development. Education follow-up. New Professors. Teaching Strategies. University.Varias universidades ofrecen capacitación pedagógica y acompañamiento a los profesores noveles en el afán de llevarlos a centrarse más en el aprendizaje de los estudiantes que en la transmisión de contenidos. No obstante, ¿tienen esta capacitación y acompañamiento un efecto en las estrategias pedagógicas empleadas por los profesores?, ¿existe una distinción entre dichas estrategias y las de los docentes sin capacitación? En este texto se presentan los datos recogidos durante tres años, mediante observación y entrevista, con 22 docentes noveles, de los cuales 9 están capacitados, 8 capacitados y objeto de un acompañamiento y 5 no son capacitados. No parece haber una diferencia notoria entre los profesores, sin embargo todos utilizan estrategias que van más allá de la mera transmisión de contenido. Palabras clave: Capacitación. Acompañamiento pedagógico. Profesores noveles. Estrategias de enseñanza.Universidad.Varias universidades ofrecen capacitación pedagógica y acompañamiento a los profesores noveles en el afán de llevarlos a centrarse más en el aprendizaje de los estudiantes que en la transmisión de contenidos. No obstante, ¿tienen esta capacitación y acompañamiento un efecto en las estrategias pedagógicas empleadas por los profesores?, ¿existe una distinción entre dichas estrategias y las de los docentes sin capacitación? En este texto se presentan los datos recogidos durante tres años, mediante observación y entrevista, con 22 docentes noveles, de los cuales 9 están capacitados, 8 capacitados y objeto de un acompañamiento y 5 no son capacitados. No parece haber una diferencia notoria entre los profesores, sin embargo todos utilizan estrategias que van más allá de la mera transmisión de contenido. Palabras clave: Capacitación. Acompañamiento pedagógico. Profesores noveles. Estrategias de enseñanza.Universidad.Universidade Estadual de Ponta Grossa2018-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1086710.5212/PraxEduc.v.13i2.0003Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-3111809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGspahttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10867/6340https://revistas.uepg.br/index.php/praxiseducativa/article/view/10867/209209213096Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessKozanitis, AnastassisMénard, LouiseBoucher, Sébastien2020-04-15T14:50:19Zoai:uepg.br:article/10867Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T14:50:19Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies Capacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanza Capacitación y acompañamiento pedagógico de profesores universitarios noveles: efectos sobre el uso de estrategias de enseñanza |
title |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
spellingShingle |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies Kozanitis, Anastassis |
title_short |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
title_full |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
title_fullStr |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
title_full_unstemmed |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
title_sort |
Continuous development and education follow-up of new university professors: effects on the use of teaching strategies |
author |
Kozanitis, Anastassis |
author_facet |
Kozanitis, Anastassis Ménard, Louise Boucher, Sébastien |
author_role |
author |
author2 |
Ménard, Louise Boucher, Sébastien |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Kozanitis, Anastassis Ménard, Louise Boucher, Sébastien |
description |
Several universities offer teaching continuous development courses and support to new professors with the purpose of leading them to concentrate more on their students’ learning than on transmitting knowledge. However, have such continuous development and follow-up had any effect on the teaching strategies employed by those professors? Is there a distinction between these strategies and those used by professors who are not in continuous development projects? This text presents data collected along three years, through observation and interviews, with 22 new professors, from which 9 are in continuous development courses, 8 have completed such courses and are in a follow-up phase and 5 who have never taken part in continuous development courses. The results have not revealed noticeable difference between these professors, which leads to the conclusion that all of the them employed strategies that go beyond knowledge transmission. Keywords: Continuous development. Education follow-up. New Professors. Teaching Strategies. University. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-03 |
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.uepg.br/index.php/praxiseducativa/article/view/10867 10.5212/PraxEduc.v.13i2.0003 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10867 |
identifier_str_mv |
10.5212/PraxEduc.v.13i2.0003 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10867/6340 https://revistas.uepg.br/index.php/praxiseducativa/article/view/10867/209209213096 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311 Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311 Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311 Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 294-311 1809-4309 1809-4031 10.5212/PraxEduc.v.13i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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