Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante

• Ano de defesa: 2016
• Autor(a) principal: Wiebusch, Andressa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Professor iniciante; Ensino superior; Aprendizagem da docência; Desafios e enfrentamentos; Trabalho pedagógico; Beginning teacher; Higher education; Teaching learning; Challenges and difficulties; Pedagogical work; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7284

This study is related to the Training, Knowledge and Professional Development research group from the Postgraduate Program in Education, Master‟s Degree in Education, at the Federal University of Santa Maria. The aim was to understand the challenges and difficulties to beginning teachers practice at university. Based on authors such as Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010) Isaia and Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta and Anastasiou (2014) among others, higher education, teaching training, professional development and teaching learning aspects were analyzed, considering the process of starting the teaching experience as well as the development of the pedagogical work by beginning teachers. It is a qualitative research, in the light of a sociocultural narrative approach by Bolzan (2001, 2006, 2009, 2010), based on Bakthin (1992), Vygotstki (1991, 1994), Connelly and Clandinin (1995) and Freitas (2002) that gave support to the investigation. The data were collected through semi-structured interviews, with guiding topics taking into account beginning teaching, the teachers learning and the pedagogical work. The study category was defined as beginning teacher learning university and it involved two dimensions: the training processes and the pedagogical work combined with the institutional dynamics. These analysis elements lead to the findings organization. This study contributes to examine emergent characteristics of teaching in higher education and professional development such as: the necessary background for teaching in this context, public politics, institutional infrastructure, support programs for beginning teachers due to the complexity of this job.