Being an educator in teaching undergraduate courses: challenges of teacher learning

Detalhes bibliográficos
Autor(a) principal: Bolzan, Dóris Pires Vargas
Data de Publicação: 2017
Outros Autores: Powaczuk, Ana Carla Hollweg, Isaia, Silvia Maria de Aguiar
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322
Resumo: In this article, we discuss the teacher learning in Higher Education from building the formative dynamics experienced in the spaces of action of the university professor, focusing on the dimensions of production of meaning in\of the teaching, the conception of education and the formative architecture. The study was based on the sociocultural narrative approach drawing from Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly and Clandinin (1995), Werstch (1993), Freitas (2000), Freitas and Ramos (2010) and was developed from interviews with professors/educators of teaching undergraduate courses. The objective was to understand the conceptions about teacher learning and its implications in the formative processes in this context. We emphasize the learning of being a professor built by the conceptions and experiences constituted in the spaces/times in which the formative processes are developed. The multiple challenges that emerge in the contextual diversity of teaching undergraduate courses in the university reveal a culture of collaboration as a viable way of problematizing dilemmas and tensions, setting up its own teaching culture.   Keywords: Teacher learning. Formative processes. Higher Education.
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spelling Being an educator in teaching undergraduate courses: challenges of teacher learningSer formador en las licenciaturas: desafíos del aprendizaje docenteSer formador nas licenciaturas: desafios da aprendizagem docenteIn this article, we discuss the teacher learning in Higher Education from building the formative dynamics experienced in the spaces of action of the university professor, focusing on the dimensions of production of meaning in\of the teaching, the conception of education and the formative architecture. The study was based on the sociocultural narrative approach drawing from Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly and Clandinin (1995), Werstch (1993), Freitas (2000), Freitas and Ramos (2010) and was developed from interviews with professors/educators of teaching undergraduate courses. The objective was to understand the conceptions about teacher learning and its implications in the formative processes in this context. We emphasize the learning of being a professor built by the conceptions and experiences constituted in the spaces/times in which the formative processes are developed. The multiple challenges that emerge in the contextual diversity of teaching undergraduate courses in the university reveal a culture of collaboration as a viable way of problematizing dilemmas and tensions, setting up its own teaching culture.   Keywords: Teacher learning. Formative processes. Higher Education.En ese artículo, se discute el aprendizaje de la docencia en la Enseñanza Superior a partir de la tesitura de las dinámicas formativas vividas en los espacios de actuación del profesor universitario, con enfoque en las dimensiones de producción de sentido en la/de la docencia, la concepción de formación y la arquitectura formativa. El estudio se pautó en el abordaje narrativo sociocultural con base en Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly y Clandinin (1995), Werstch (1993) y Freitas (2000), Freitas y Ramos (2010) y fue desarrollado a partir de entrevistas con profesores/formadores de las licenciaturas. El objetivo fue comprender las concepciones sobre el aprendizaje docente y sus implicaciones en los procesos formativos en ese contexto. Se destaca el aprendizaje de ser profesor tejido por las concepciones y vivencias constituidas en los espacios/tiempos en que se desarrollan los procesos formativos. Los múltiples desafíos que emergen en la diversidad contextual de las licenciaturas en la universidad revelan la cultura de colaboración como vía capaz de problematizar dilemas y tensiones profesionales, configurando una cultura docente propia.   Palabras clave: Aprendizaje de la docencia. Procesos formativos. Educación Superior.Neste artigo, discute-se a aprendizagem da docência no Ensino Superior a partir da tessitura das dinâmicas formativas vivenciadas nos espaços de atuação do professor universitário, enfocando as dimensões de produção de sentido na/da docência, a concepção de formação e a arquitetura formativa. O estudo pautou-se na abordagem narrativa sociocultural com base em Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly e Clandinin (1995), Werstch (1993) e Freitas (2000), Freitas e Ramos (2010) e foi desenvolvido a partir de entrevistas com professores/formadores das licenciaturas. O objetivo foi compreender as concepções sobre a aprendizagem docente e suas implicações nos processos formativos nesse contexto. Destaca-se a aprendizagem de ser professor tecida pelas concepções e pelas vivências constituídas nos espaços/tempos em que se desenvolvem os processos formativos. Os múltiplos desafios que emergem na diversidade contextual das licenciaturas na universidade revelam a cultura de colaboração como via capaz de problematizar dilemas e tensões profissionais, configurando uma cultura docente própria.   Palavras-chave: Aprendizagem da docência. Processos formativos. Educação Superior.Universidade Estadual de Ponta Grossa2017-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1032210.5212/PraxEduc.v.13i2.0007Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-3841809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/6256https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/209209212264https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/209209213100Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessBolzan, Dóris Pires VargasPowaczuk, Ana Carla HollwegIsaia, Silvia Maria de Aguiar2020-04-15T15:15:22Zoai:uepg.br:article/10322Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T15:15:22Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Being an educator in teaching undergraduate courses: challenges of teacher learning
Ser formador en las licenciaturas: desafíos del aprendizaje docente
Ser formador nas licenciaturas: desafios da aprendizagem docente
title Being an educator in teaching undergraduate courses: challenges of teacher learning
spellingShingle Being an educator in teaching undergraduate courses: challenges of teacher learning
Bolzan, Dóris Pires Vargas
title_short Being an educator in teaching undergraduate courses: challenges of teacher learning
title_full Being an educator in teaching undergraduate courses: challenges of teacher learning
title_fullStr Being an educator in teaching undergraduate courses: challenges of teacher learning
title_full_unstemmed Being an educator in teaching undergraduate courses: challenges of teacher learning
title_sort Being an educator in teaching undergraduate courses: challenges of teacher learning
author Bolzan, Dóris Pires Vargas
author_facet Bolzan, Dóris Pires Vargas
Powaczuk, Ana Carla Hollweg
Isaia, Silvia Maria de Aguiar
author_role author
author2 Powaczuk, Ana Carla Hollweg
Isaia, Silvia Maria de Aguiar
author2_role author
author
dc.contributor.author.fl_str_mv Bolzan, Dóris Pires Vargas
Powaczuk, Ana Carla Hollweg
Isaia, Silvia Maria de Aguiar
description In this article, we discuss the teacher learning in Higher Education from building the formative dynamics experienced in the spaces of action of the university professor, focusing on the dimensions of production of meaning in\of the teaching, the conception of education and the formative architecture. The study was based on the sociocultural narrative approach drawing from Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly and Clandinin (1995), Werstch (1993), Freitas (2000), Freitas and Ramos (2010) and was developed from interviews with professors/educators of teaching undergraduate courses. The objective was to understand the conceptions about teacher learning and its implications in the formative processes in this context. We emphasize the learning of being a professor built by the conceptions and experiences constituted in the spaces/times in which the formative processes are developed. The multiple challenges that emerge in the contextual diversity of teaching undergraduate courses in the university reveal a culture of collaboration as a viable way of problematizing dilemmas and tensions, setting up its own teaching culture.   Keywords: Teacher learning. Formative processes. Higher Education.
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dc.date.none.fl_str_mv 2017-12-13
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10.5212/PraxEduc.v.13i2.0007
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322
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dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/6256
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/209209212264
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10322/209209213100
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; 365-384
Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384
Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384
Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 365-384
1809-4309
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