Abstract

SANTOS, Marcos Henrique Almeida dos  and  SORDI, Mara Regina Lemes de. University Teaching: an overview on the constituting of teacher professionality in beginning professors. Rev. Diálogo Educ. [online]. 2020, vol.20, n.65, pp.911-934.  Epub July 27, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.065.ds18.

This article aims to understand the gradual process of building professionality of beginning professors at a public state university in São Paulo, Brazil, based on experiences of training and professional performance during their trajectories. The text comes from a predominantly qualitative research carried out between 2016 and 2020, based on the monitoring of 10 teachers, from different areas of expertise. This monitoring took place essentially through the free and intensive observation of classes, during an academic term, and the adoption of narratives as a possibility for reflection and training. Based on the analysis of the produced data, it has been possible to understand that beginning professors - being aware or not of their pedagogical microdecisions - build paths that allow the constitution of a university teaching professionality, based on the gradual appropriation and construction of a specific knowledge in pedagogical work. Such paths reveal commitment to teaching activity, as the responsibility for the training of students is assumed beyond the cognitive dimension. It is understood that these paths need to be supported, incorporating the necessary institutional responsibility for the training of university teachers. Undoubtedly, the training spaces need to surpass the technical and instrumental understanding of teaching, as well as to enable clarity regarding the student's training project that has been sought. In this way, institutions can make it possible to affirm the process of building a university teaching professionality, especially when they consider reasoning, research and criticism as supporting actions to the professional exercise of teaching.

Keywords : University Teaching; Teaching Professionality; Beginning Professors.

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