Desenvolvimento profissional docente : trajetória de um grupo de enfermeiras na educação superior

• Ano de defesa: 2015
• Autor(a) principal: Mattos, Magda de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação superior; Desenvolvimento profissional da docência; Formação de professores da educação superior; Docentes de enfermagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Higher education; Professional development of teaching; Higher education teacher training; Nursing faculty
• Link de acesso: http://ri.ufmt.br/handle/1/2227

ABSTRACT This research takes as object of study the professional development of teachers of a group of higher education nurses. The questions that initiated the research were: how Nursing teachers build, from the professional insertion, their development when teaching higher education, and their professional identity? Which knowledges and learning processes are mobilized and built by the nursing faculty in this trajectory? Thus, the study aimed to understand how nursing faculty direct the professional development of teaching from their inclusion in higher education. So, we used theoretical studies addressing the training as a professional development of teachers, with a focus on knowledge and learning necessary for the teaching in higher education, vocational integration and construction of teacher identity. The survey data was collected and analyzed based on qualitative approach. The data was collected using written and oral narratives of six nursing faculty from a public institution of higher education. Data analysis was based on three main themes, the first, insertion into the teaching of higher education, which revealed the beginning in the teaching career, personal and professional histories, motivations, feelings and accomplishments that permeated the first moves towards higher education. The second, faculty professional identity, which discussed elements of teacher socialization and the characterizing features in the construction of teacher identity, incorporated in multicultural perspective, that is, we start with the assumption that the construction and reconstruction of teachers' identities should be thought and analyzed taking into account the peculiarities and characteristics of teachers as plural identities. The third main theme, the construction of teaching in higher education, reveals a solid foundation of expertise of content, derived from practical experiences as nurses, and the construction of knowledge necessary for the process of learning to learn how to teach. It is considered that teaching in higher education engenders a continuous and permanent movement of reflection and personal reinterpretation not only professionally or institutionally but also at an organizational sense. Hence, there is no way developing oneself as a teacher of nursing without critical reflection of his/her teaching, taking it in as a practice which goes beyond the classroom routine. Therefore, it is understood that a dialogue between research results, reflection and teacher training can lead to changes in attitudes and teaching practices that strengthen the professional development of teachers. Finally, we came to a conclusion that there is a need for consolidation of training programs / insertion in teaching in higher education, focusing on the context of teaching performance and, moreover effective education policies, since it is not possible to work as teachers without knowledge and learning background necessary for teachers´ professional practice.