Abstract
This paper presents a qualitative research of the case study type that was held with professionals from various fields of knowledge (law, nursing, administration, education, accounting, medicine, physical therapy, journalism, economics, engineering, etc.), undergraduates who participated in a continuing education course, specifically, a specialization in continuing education to work in higher education in a community institution. The research problem that guided the research was: What are the contributions, implications and impacts of continuing education for teaching in higher education from the perceptions of professionals from various fields of knowledge? The research aimed to analyze the professionals’ repercussions of the process of continuing education for the practice of teaching in higher education. The research involved three classes of specialization of the following years: 2013, with 25 students; 2014 with 22 students and 2015 with 23 students, totaling 70 subjects investigated. Data were collected from a questionnaire with open and closed questions which has enabled content analysis from the perspective of Bardin (2011) with the help of Atlas Ti software. The results showed that the participation in the continuing education course contributed to teaching in higher education through the possibility of obtaining pedagogical knowledge and practical application of these, which culminated in a reflection on pedagogical practice, impacting directly on the professional work of these teachers, who only felt the lack of a more detailed work with the education of the distance mode.
Highlights
Higher education in Brazil has changed a lot in recent decades, changes which were influenced by social de-How to cite this paper: de Lima Ferreira, J., & Bertotti, G
Higher education has become complex because the university receives a wide variety of students from different social and economic levels that mostly use technologies to communicate and learn, and it is important that the teacher in higher education knows how to use educational technologies as a resource in favor of the process of teaching and learning, that he/she recognizes that it is not the only source of information to students that learning in higher education involves aspects related to professional practice, skills and abilities that need to be developed and worked in harmony with the values and attitudes of contemporary society
Given the necessity of continuing education for teaching in higher education, the research of this paper presents the perceptions of undergraduates of a specialization that aims to provide continuing formation for undergraduates who have completed their college course and aim to teach in their respective professional areas
Summary
Higher education in Brazil has changed a lot in recent decades, changes which were influenced by social de-. The specialization is called “Teacher’s continuing education to work in higher education” aims to prepare professionals to practice teaching in the university context on the development and deepening of theoretical knowledge and practical relevant to the teaching activities in the classroom and distance contexts It seeks the understanding of educational concepts, the condition of pedagogical acting and didactic activities in the reality of higher education. This specialization course is offered annually by a large community college in the city of Curitiba and was designed before the new demands of university education, the expansion of places, the need for curricular restructuring and teaching methodologies for teaching, research and dissemination of this action in the social context, without forgetting the need for the use of technology in teaching practice as a resource in favor of education. A content analysis from the perspective of Bardin (2011) with the help of Atlas Ti software is performed and the search results are displayed
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