Abstract

MOREIRA, Jefferson da Silva; SANTOS, David Moisés Barreto dos  and  SILVA, Fabrício Oliveira da. Experiential learning of university teaching: professional development of teacher tutors in the Problem-Based Learning method. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.184-209.  Epub May 11, 2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds08.

This article presents final results of research-training, with a qualitative approach, held between 2018 and 2019, whose general objective was to understand professional teaching learning processes, with emphasis on the knowledge base for teaching, of teacher-tutors who work on the Problem-Based Learning method (PBL) of a public university, located in the interior of the State of Bahia. We theoretically support ourselves in Shulman (2014), Mizukami (2004), Marcelo Garcia (2002), Imbernón (2010) and Nóvoa (2017). Data were collected through the analysis and construction of teaching cases, in addition to the application of a questionnaire to employees in the training process. The analysis of the empirical corpus was based on assumptions of content analysis, thematic type, proposed by Bardin (1977). The findings indicate that the learning processes of teaching staff in the study are marked by different levels of complexity. Thus, the absence of initial training in the didactic-pedagogical field affects the tutors to develop an intuitive teaching exercise, sparse analytical mastery of the philosophical, epistemological and pedagogical assumptions concerning their practices. We found that the participants' knowledge base is fragile in terms of general pedagogical knowledge. Thus, we point out the need to configure policies and institutional actions that seek to foster the consolidation of these professionals' pedagogical professionalism.

Keywords : Learning to teach; University teaching; Professional development; Knowledge base for teaching.

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