Abstract
Current paper is the result of a research on twenty-eight starting university teachers in four universities in southern Brazil and seeks to understand their concern on pedagogical discussion spaces as a possible support for the development of their teaching practice. The research started from the point that starting teachers should insert themselves within higher education culture and find pedagogical support to develop their lectures. As a rule, they have recently obtained a doctoral degree, complying with the required academic title for their tenure, but with scanty or no pedagogical preparation. The subjects answered a semi-structured interview, with issues on the challenges, difficulties and possibilities of pedagogical support pointed out when they started their activities. The quantitative data form the corpus analyzed used in the analysis. The paper is based on studies by Garcia (1999, 2009b), Vaillant and Garcia (2012) and others. Results showed that pedagogical education and professional development of university professors, developed through pedagogical spaces, are essential for and welcomed by these teachers. An overall policy is required that valorizes the teaching tasks as fundamental for achieving teaching quality.
Highlights
Current paper is the result of a research on twenty-eight starting university teachers in four universities in southern Brazil and seeks to understand their concern on pedagogical discussion spaces as a possible support for the development of their teaching practice
La investigación partió del entendimiento que los profesores, al iniciar la docencia, necesitan insertarse en la cultura universitaria y encontrar apoyo pedagógico para desarrollar sus clases, pues, en general, son recién doctores, cumplen con la titulación requerida para el ingreso en la carrera, sin embargo poseen poca o ninguna preparación pedagógica
Tanto a formação pedagógica, como o desenvolvimento profissional dos professores universitários requerem uma política global da universidade que dignifique e valorize as funções docentes como fundamentais para qualificar o ensino
Summary
Current paper is the result of a research on twenty-eight starting university teachers in four universities in southern Brazil and seeks to understand their concern on pedagogical discussion spaces as a possible support for the development of their teaching practice. Em seus estudos o autor afirma que, em geral, ele é “[...] um processo, que pode ser individual ou coletivo, mas que deve se contextualizar no local de trabalho do docente [...]”, cujo objetivo é contribuir “[...] para o desenvolvimento das suas competências profissionais através de experiências de diferente índole, tanto formais como informais”
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