Professional Development of Professors of Prospective Teachers in Brazil

• Autor(a) principal: Richit, Adriana
• Data de Publicação: 2024
• Outros Autores: Xavier de Almeida, William
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Neiba
• Texto Completo: https://www.e-publicacoes.uerj.br/neiba/article/view/71444
• topic: Professional development of professors; educators of future teachers; public policies; higher education.; Professional development of professors; educators of future teachers; higher education; Desarrollo profesional docente; formadores de futuros profesores; educación universitaria

This article examines the opportunities for the professional development of professors of future teachers determined by the legal regulations concerning teacher education in higher education and the actions and programs of agencies related to the Ministry of Education dedicated to higher education. The analysis is supported by the concept of professional development outlined by Christopher Day, and by principles presented by Thomas Guskey and their significance for the concept of teacher professionalism. The analysis focuses on a set of official documents found in archives associated to the Ministry of Education, which constitute the empiric material for the study. Two perspectives were identified concerning the process of professional development of university professors. The first is that the university is a locus for the development of educators of future teachers, as the space for the realization of graduate and post-doctoral programs, and institutional and interinstitutional partnerships, and by providing professors-educators different professional experiences with teaching, research, extension and institutional administration. The second is the development of professors is realized through research and the production of knowledge, indicated by the fact that the incentives are found in the distribution of grants for research, and graduate and post-doctoral studies.