Abstract

BEHRENS, Marilda Aparecida  and  JUNGES, Kelen dos Santos. Pedagogical training for higher education teachers: what Portuguese researcher-teachers think of it. Rev. Diálogo Educ. [online]. 2018, vol.18, n.56, pp.186-208.  Epub Feb 10, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.056.ao01.

The current university context requires a new professional profile of higher education teachers, demanding, in addition to the scientific knowledge of the area in which they operate, a rethinking of the way of organizing the process of teaching and learning, in a pedagogical perspective. With this challenge in mind, we sought to investigate the issue: What are the concepts of Portuguese teachers to support a teacher training? This problem generated the research objective: To investigate and present the vision of Portuguese teachers about pedagogical training for teaching in higher education. Linked to an exploratory phase of doctoral research, the fourteen interviews presented occurred during a doctoral training period, with Capes scholarship, in Portugal, at the Instituto de Educação da Universidade de Lisboa (Institute of Education, University of Lisbon). The teachers who were interviewed were chosen because they are Portuguese authors who write about teacher training and their theories are available in Brazil. The data collection instrument used was a semi-structured interview with the support of a guide focused on the issues to be investigated. The categorization of the interview data reveals that higher education institutions need to become the locus of such training, from training processes focused on university pedagogy. On the other hand, it is important that university teachers are convinced of the importance of teacher training and professional development and, therefore, are willing to improve their practice to transform education, the institution, the students and themselves as professionals.

Keywords : University Teaching; Teacher Education Training; Contributions of Portuguese Researchers.

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