Training courses and integrative experiences in higher education: shares in Brazil and Portugal

• Autor(a) principal: Bruno, Adriana Rocha
• Data de Publicação: 2016
• Outros Autores: Flor, Cristhiane Carneiro Cunha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/9062
• topic: Teacher training in Higher Education. Training Courses. Integrative experiences.; Formación docente en Enseñanza Superior. Caminos formativos. Experiencias integradoras.; Formação docente no Ensino Superior. Percursos formativos. Experiências integradoras.

In the twentieth century, several movements focused on the training of teachers in its multiple possibilities. The twenty-first century must overcome many challenges, including the training of teachers of Higher Education. The Brazilian and Portuguese higher education get trained teachers primarily for research activities. They submit to the German and US models that underpin the post- graduate studies courses, basing on the split between teaching and research. This article deals with the formative processes for teaching in higher education in the Brazilian and Portuguese contexts, from looking at two studies carried out: the first one portrays the actions undertaken in the implementation of a teacher training program for teachers entering a Brazilian public university and the second brings research data from a survey conducted in three Portuguese universities on institutional actions aimed at teaching in higher education. In the first case, the study shows that teachers consider useful continuing education, suggesting continuity, although question the obligation and some activities in the distance. In the second case, evidence of the absence of an institutional program and outreach of training activities, bringing some innovations; not mandatory and its consequences and the lack of training for digital culture.