TITLE:
A Professional Teacher Work Agenda Teaching in Higher Education
AUTHORS:
Rosiane Rocha Oliveira Santos, Josenilton Nunes Vieira, Marcelo Silva Souza Ribeiro, Claudia Maria Lourenço da Silva, Vania Cristina Lasalvia, Antônio de Santana Padilha Neto
KEYWORDS:
Teacher Professionalization, Pedagogical Training, College Education
JOURNAL NAME:
Creative Education,
Vol.10 No.7,
July
10,
2019
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.