A Professional Teacher Work Agenda Teaching in Higher Education - Creative Education

CE > Vol.10 No.7, July 2019

Creative Education

Volume 10, Issue 7 (July 2019)

ISSN Print: 2151-4755 ISSN Online: 2151-4771

Google-based Impact Factor: 2.04 Citations

A Professional Teacher Work Agenda Teaching in Higher Education ()

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Download as PDF (Size: 384KB) PP. 1383-1399

DOI: 10.4236/ce.2019.107103 974 Downloads 2,256 Views Citations

Author(s)

Rosiane Rocha Oliveira Santos, Josenilton Nunes Vieira, Marcelo Silva Souza Ribeiro, Claudia Maria Lourenço da Silva, Vania Cristina Lasalvia, Antônio de Santana Padilha Neto

Affiliation(s)

Faculdade de Ciências Aplicadas e Sociais de Petrolina, Petrolina, Brazil.

ABSTRACT

This research investigated the challenges of teaching in a professional institution of higher education in the state of Pernambuco, located in the São Francisco Valley Development Territory. questioned the events of continuing education and the impact of these on the professional development of teachers, with an emphasis on size constitutive teaching of teaching identities. Established the following objectives: to examine the alternatives accepted by teachers as investments in professional development as a teacher; check the impacts of training experiences in the professional development of teachers; analyze the role of pedagogical mediation processes in the construction of teachers’ identities. The theoretical research in March is defined based on the concepts of profession and professionalization, highlighting trends based on historical dialectic materialism, which gives theoretical support to the historical-critical pedagogical trend. The methodology was characterized by qualitative approach, triangulating techniques to obtain information such as questionnaires, individual and group interviews, as well as participant observation. The systematization and analysis of the results highlight that less than 70% of survey participants teachers have made some kind of investment in their pedagogical training. The training events with the greatest impact on professionalism are those related to the search process. We conclude that one of the challenges of professionalization in the institution studied is the need to implement a continuing training policy which has principle research and critical reflection on the educational processes experienced in higher education. This involves the expansion and strengthening of the role of pedagogical support, seen as an essential vector in the coordination of events related to the teacher education research institution, since most of their teachers did not attend disciplines of teaching and pedagogical basis of their initial training, a fundamental element in the constitution of teacher identities.

KEYWORDS

Teacher Professionalization, Pedagogical Training, College Education

Share and Cite:

Santos, R. , Vieira, J. , Ribeiro, M. , da Silva, C. , Lasalvia, V. and de Santana Padilha Neto, A. (2019) A Professional Teacher Work Agenda Teaching in Higher Education. Creative Education, 10, 1383-1399. doi: 10.4236/ce.2019.107103.

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