Resumo

JUNGES, Kelen dos Santos  e  BEHRENS, Marilda Aparecida. Teaching practice in higher education: pedagogical training as a mobilizer of changes. Perspectiva [online]. 2015, vol.33, n.1, pp.285-284. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2015v33n1p285.

It is understood that pedagogical training allows professors to look at their practice, interpret it and recreate it, as well as making their practices a source of learning in a perspective of change and innovation. For this puspose, we chose to present in this text one of the questions that comprised a research thesis and that aims to analyze the pedagogical training as a way of mobilizing change in the teaching practice in higher education.The research methodology adopted was the action research on an educational program with professors in a higher education public institution, called Grupo Docência em Reflexão - GDR (Teaching Reflection Group). Semi-structured interviews were used as instrument of data collection, with ten teachers participating in the training process. The categorization of the data collected revealed that changes in the pedagogical practice of the teachers interviewed, from the activities of the GDR, especially focused on the perception of being a university professor, on the relationship with students, on the didactic organization of classes, on the evaluation of the teaching and learning process, on the reflective practice and on the difficulties encountered by them to implement some change in their practice. So, it was considered that a proposal of pedagogical training that is shared and oriented of the university teachers, based on concrete actions and set in a reflexive perspective, besides a more profound and lasting teacher learning, mobilizes changes in the pedagogical practice of these teachers, encouraging an innovative practice.

Palavras-chave : University Teaching; Pedagogical Training; Pedagogical Practice.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )