Collaboration between colleagues in teaching professional development programs

Detalhes bibliográficos
Autor(a) principal: Meyer, Patrícia
Data de Publicação: 2017
Outros Autores: Vosgerau, Dilmeire Sant’Anna Ramos, Borges, Cecília
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655
Resumo: Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national), from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.   Keywords: Higher education. Professional development. University professor.
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spelling Collaboration between colleagues in teaching professional development programsColaboración entre pares en programas de desarrollo profesional docenteColaboração entre pares em programas de desenvolvimento profissional docenteAlthough collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national), from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.   Keywords: Higher education. Professional development. University professor.Aunque la colaboración sea valorizada en el discurso de profesores, de gestores e instituciones, al igual que reconocida como esencial para la innovación de las universidades, la cultura del individualismo es la que subyace la actuación de los profesores universitarios. Este estudio tiene por finalidad analizar los programas de desarrollo profesional docente realizados en cuatro universidades (una internacional y otras tres nacionales), bajo la perspectiva del fomento de la colaboración entre pares. El análisis ocurrió por medio de colecta de publicaciones o sitios web que los describían. Los programas de desarrollo profesional docente analizados tienen la colaboración entre pares como premisa e incentivan la socialización de las experiencias en cursos, foros y otros eventos de formación. Sin embargo, se observa la necesidad de la diversificación de estrategias, como tutoría, incentivo a actividades en línea y desarrollo de proyectos colectivos, para que la colaboración sea realmente un pilar en la formación pedagógica, en el aprendizaje permanente, así como en la reconfiguración e innovación en las prácticas de los profesores universitarios.   Palabras-clave: Educación Superior. Desarrollo Profesional. Profesor Universitario.Embora a colaboração seja valorizada no discurso de professores, de gestores e de instituições, assim como reconhecida como essencial para a inovação nas universidades, a cultura do individualismo é a que permeia a atuação dos professores universitários. Este estudo tem por finalidade analisar os programas de desenvolvimento profissional docente empreendidos em quatro universidades (uma internacional e outras três nacionais), sob a perspectiva da promoção da colaboração entre pares. A análise ocorreu por meio de coleta de publicações ou sites que os descreviam. Os programas de desenvolvimento profissional docente analisados têm a colaboração entre pares como premissa e incentivam a socialização das experiências em cursos, fóruns e outros eventos de formação. Entretanto, observa-se a necessidade de diversificação de estratégias, como mentoria, incentivo a atividades online e desenvolvimento de projetos coletivos, para que a colaboração possa realmente ser um pilar na formação pedagógica, na aprendizagem permanente, assim como na reconfiguração e na inovação das práticas de professores universitários. Palavras-chave: Ensino Superior. Desenvolvimento profissional. Professor universitário.Universidade Estadual de Ponta Grossa2017-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1065510.5212/PraxEduc.v.13i2.0004Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-3291809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10655/6181https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655/209209213097Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessMeyer, PatríciaVosgerau, Dilmeire Sant’Anna RamosBorges, Cecília2020-04-15T14:52:05Zoai:uepg.br:article/10655Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T14:52:05Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Collaboration between colleagues in teaching professional development programs
Colaboración entre pares en programas de desarrollo profesional docente
Colaboração entre pares em programas de desenvolvimento profissional docente
title Collaboration between colleagues in teaching professional development programs
spellingShingle Collaboration between colleagues in teaching professional development programs
Meyer, Patrícia
title_short Collaboration between colleagues in teaching professional development programs
title_full Collaboration between colleagues in teaching professional development programs
title_fullStr Collaboration between colleagues in teaching professional development programs
title_full_unstemmed Collaboration between colleagues in teaching professional development programs
title_sort Collaboration between colleagues in teaching professional development programs
author Meyer, Patrícia
author_facet Meyer, Patrícia
Vosgerau, Dilmeire Sant’Anna Ramos
Borges, Cecília
author_role author
author2 Vosgerau, Dilmeire Sant’Anna Ramos
Borges, Cecília
author2_role author
author
dc.contributor.author.fl_str_mv Meyer, Patrícia
Vosgerau, Dilmeire Sant’Anna Ramos
Borges, Cecília
description Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national), from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.   Keywords: Higher education. Professional development. University professor.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655
10.5212/PraxEduc.v.13i2.0004
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655
identifier_str_mv 10.5212/PraxEduc.v.13i2.0004
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655/6181
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10655/209209213097
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
eu_rights_str_mv openAccess
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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; 312-329
Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329
Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329
Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 312-329
1809-4309
1809-4031
10.5212/PraxEduc.v.13i2
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reponame_str Práxis Educativa (Online)
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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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