Institucionalização da formação docente: análise de um programa de desenvolvimento profissional

Xavier, Amanda Rezende Costa; Toti, Michelle Cristine da Silva; Azevedo, Maria Antônia Ramos de

doi:10.24109/2176-6681.rbep.98i249.2830

Cited by 10 publications

(8 citation statements)

References 2 publications

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“…Efforts toward making PTAs institutionalized are important; their institutionalization promotes a sense of teaching support and appreciation (48,59). Some progress is taking place at HEIs in Brazil in the form of isolated cases, since there is no national guidance.…”

Section: Resultsmentioning

confidence: 99%

“…Some progress is taking place at HEIs in Brazil in the form of isolated cases, since there is no national guidance. However, a recent study of one Brazilian university showed that, although there was an institutionalized pedagogical training program, it focused mostly on administrative and technical issues rather than on changes to the very core of teachers activities (59). Nevertheless, the program mentioned is relatively new, approximately 10 yr old, and it has made improvements over the years since its creation (59).…”

Section: Resultsmentioning

confidence: 99%

“…However, a recent study of one Brazilian university showed that, although there was an institutionalized pedagogical training program, it focused mostly on administrative and technical issues rather than on changes to the very core of teachers activities (59). Nevertheless, the program mentioned is relatively new, approximately 10 yr old, and it has made improvements over the years since its creation (59). A previous study on pedagogical training at two Brazilian universities showed that, although there were institutionalized programs, a barrier between pedagogical and specific knowledge was present, since pedagogical programs were structured by professionals of the pedagogical field (29).…”

Section: Resultsmentioning

confidence: 99%

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Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions

Oliveira

Ferreira

Nunes

et al. 2019

Advances in Physiology Education

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Historically, Brazilian higher education teachers’ pedagogical training has not been a concern. Even today, a graduate degree is the main requirement to be a faculty member. However, a set of competencies is necessary to teach: pedagogical competency, political competency, and knowledge of specific content. Most graduate training covers only knowledge of specific content. Therefore, this work aimed to outline the profile of basic health sciences faculty members teaching in biomedical and related fields regarding their undergraduate and graduate training, as well as the initial and continued pedagogical training in Brazilian public and private higher education institutions (HEIs). An electronic questionnaire was sent to these professionals, and a total of 763 responses were analyzed (66.4% from public and 33.6% from private HEIs). Compared with private HEI faculty, faculty from public HEIs were more experienced in teaching, and more time had passed since they finished their graduate training. On the other hand, faculty from private HEIs had a more intense undergraduate teaching workload than faculty from public HEIs. Additionally, faculty from private HEIs attended more extensive and more frequent pedagogical training activities (PTAs). Both groups expressed that activities closely related to their classroom practice and recognition for good pedagogical performance were incentives for their participation in PTAs. In conclusion, differences between the faculty from public and private HEIs may be due to the characteristics of HEIs themselves. Hypothetically, private HEIs focus on teaching, which may explain why faculty from these institutions seek improvement in this area, whereas public HEIs focus on research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions

Oliveira

Ferreira

Nunes

et al. 2019

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…Como se depreende, percebemos as Assessorias Pedagógicas Universitárias como dispositivos de apoio, cujas práticas de intervenção, de animação e de orientação se entrelaçam às práticas pedagógicas docentes, não as deixando isoladas (Lucarelli, 2007). A Assessoria Pedagógica Universitária representa, portanto, o lugar da Pedagogia Universitária e, por isso, precisa de ser um espaço legitimado (Broilo, 2015;Xavier, Toti & Azevedo, 2017) e comprometido institucionalmente (Cunha, 2014).…”

Section: Cartographie De La Formation Pédagogique Des Professeurs D'uunclassified

Mapeamento da Formação Pedagógica de docentes universitários nas Universidades Públicas Portuguesas

Xavier¹,

Leite²

2019

RLE

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The recent transformations in higher education, associated with the Bologna Process, imposed a curricular reform that, among other aspects, points to a reconfiguration of teaching pedagogical practices. The political discourse conveyed affirms a rupture with the paradigm supported in the transmission of knowledge, to privilege the action of the students in the construction of their own learning. This scenario, which emerges from the Bologna Process, is the foundation for a study that answers the question: what attention is given by the Portuguese public universities, to the creation of spaces for the construction of teaching knowledge where teachers can develop skills to respond to the curricular challenges of the Bologna Process? The study collected data through the institution's electronic pages, related to strategic and action plans, as well as the sectors responsible for teacher education, and their training agendas, from13 of the 14 Portuguese public universities. The content analysis of these data showed that, although with institutional structures that deal with this pedagogical dimension, the way they are allocated in the universities organization and competences, show a distinct level of commitment of their teacher's education. There are those that demonstrate being in the phase of the implementation of projects that may result in institutional formative spaces, but also those that do not yet deal with the issue of pedagogical training and teaching support.

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“…Além da carência por formação, os professores em exercício, em diferentes áreas, são egressos de processos formativos que oportunizaram a aquisição de conhecimentos majoritariamente teórico-procedimentais. Esta realidade gera uma demanda pelo desenvolvimento de competências didático-pedagógicas para a qualificação da formação profissional relativas aos conhecimentos, habilidades e atitudes necessárias ao exercício da docência (ALARCÃO, 2003;ALARCÃO;ROLDÃO, 2014;CORTELA, 2016;CUNHA, 2008CUNHA, , 2010aMELLO;FREITAS, 2018;MELO;CAMPOS, 2019;PIMENTA;ANASTASIOU, 2014;PIMENTA, 2012;SCREMIN;ISAIA, 2018;TORRES;ALMEIDA, 2013;XAVIER;TOTI;AZEVEDO, 2017).…”

Section: Introductionunclassified

Casos de Ensino e o desenvolvimento profissional docente na área da Saúde

Magalhães

Spohr²

2021

Rot.

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A formação docente é objeto de interesse das políticas educacionais e da gestão da educação em todos os níveis. Este estudo objetiva refletir sobre a formação de professores a partir do uso de casos de ensino. Reporta-se a experiência de construção e uso de casos de ensino como instrumento didático para o diálogo e a reflexão sobre a prática docente em cursos da área da saúde, em um Programa Institucional de Formação Docente de uma universidade pública do sul do Brasil. A experiência tem mais de uma década e contempla a discussão de temáticas como o planejamento do ensino a nível micro (o uso de estratégias de ensino, a avaliação; o uso das tecnologias) e a nível macro (as políticas educacionais, as diretrizes curriculares), assim como a integração ensino-serviços de saúde; as práticas de extensão e o binômio ensino-pesquisa, o preparo/formação para a docência, dentre outros temas. Na experiência são utilizados casos de ensino prontos (baseados em histórias reais ou fictícias) e também a construção de narrativas baseadas nas experiências de ensino mais marcantes (positivas ou negativas) vividas pelos participantes enquanto alunos e/ou professores. Os resultados demonstram a importância do uso das narrativas durante o processo formativo para a construção de sentidos sobre a prática docente, podendo ser potente recurso para a formação em serviço, de docentes iniciantes e experientes e fonte de discussão sobre os processos de aprendizagens do ensinar e aprender em saúde, sobre a aprendizagem da docência como processo e no contexto de trabalho.

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Institucionalização da formação docente: análise de um programa de desenvolvimento profissional

Cited by 10 publications

References 2 publications

Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions

Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions

Mapeamento da Formação Pedagógica de docentes universitários nas Universidades Públicas Portuguesas

Casos de Ensino e o desenvolvimento profissional docente na área da Saúde

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