Biblioteca Digital de VanguardiaPerceptions of teacher educators about their pedagogical practices
Over the last few years, there have been significant changes regarding the scope of higher education institutions in the country, and this has provoked discussions about the search to meet the new training needs and the challenges presented at this level of education. Thus, it is important to underl...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual de Campinas
2020
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657945 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69120 |
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| author | Guimarães, Thiago Santos Massena, Elisa Prestes Siqueira, Maxwell Roger da Purificação |
| author_facet | Guimarães, Thiago Santos Massena, Elisa Prestes Siqueira, Maxwell Roger da Purificação |
| author_sort | Guimarães, Thiago Santos |
| collection | Repositorio |
| description | Over the last few years, there have been significant changes regarding the scope of higher education institutions in the country, and this has provoked discussions about the search to meet the new training needs and the challenges presented at this level of education. Thus, it is important to underline the importance of understanding the role of university professors and the need they have to modify their teaching actions in times of constant social and technological advances. In this sense, the aim of this study was to analyze the perceptions of these teacher educators about their pedagogical practices. In this study, we will present the results of a semi-structured questionnaire with six questions, answered by fourteen teacher trainers of the undergraduate courses in Chemistry, Physics and Biology of a public university in the country. Data analysis was performed through Discursive Textual Analysis. The results indicate that teacher educators who can make a direct relationship between theory and pedagogical practices are committed to the teaching profession and seek new strategies to use in their classes, which aims to facilitate and encourage the process of teaching and learning of undergraduates. To this end, we believe that the efforts and commitments of both teacher educators and higher education institutions are necessary in order to improve university education. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69120 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2020 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691202022-03-21T16:36:57Z Perceptions of teacher educators about their pedagogical practices Percepciones de los formadores de profesores sobre sus prácticas pedagógicas Percepções de formadores de professores sobre as suas práticas pedagógicas Guimarães, Thiago Santos Massena, Elisa Prestes Siqueira, Maxwell Roger da Purificação Ensino superior Pedagogia universitária Formação docente Prática pedagógica Educación superior Pedagogía universitaria Formación docente Práctica docente Higher education University pedagogy Teacher training Pedagogical practice Over the last few years, there have been significant changes regarding the scope of higher education institutions in the country, and this has provoked discussions about the search to meet the new training needs and the challenges presented at this level of education. Thus, it is important to underline the importance of understanding the role of university professors and the need they have to modify their teaching actions in times of constant social and technological advances. In this sense, the aim of this study was to analyze the perceptions of these teacher educators about their pedagogical practices. In this study, we will present the results of a semi-structured questionnaire with six questions, answered by fourteen teacher trainers of the undergraduate courses in Chemistry, Physics and Biology of a public university in the country. Data analysis was performed through Discursive Textual Analysis. The results indicate that teacher educators who can make a direct relationship between theory and pedagogical practices are committed to the teaching profession and seek new strategies to use in their classes, which aims to facilitate and encourage the process of teaching and learning of undergraduates. To this end, we believe that the efforts and commitments of both teacher educators and higher education institutions are necessary in order to improve university education. A lo largo de los últimos años, han ocurrido cambios significativos en el ámbito de las instituciones de educación superior en el país, y esto ha generado discusiones acerca de la búsqueda por satisfacer las nuevas necesidades y desafíos de formación presentados en este nivel de educación. Por lo tanto, es importante resaltar la importancia de comprender el papel de los profesores universitarios y la necesidad que tienen de modificar sus acciones docentes, en tiempos de constantes avances sociales y tecnológicos. En este sentido, el objetivo de este estudio fue analizar las percepciones de formadores de profesores sobre sus propias prácticas pedagógicas. En este trabajo presentamos los resultados provenientes de un cuestionario semiestructurado compuesto por seis preguntas, respondidas por catorce formadores de docentes de los cursos de licenciatura en química, física y biología de una universidad pública del país. El análisis de los datos se realizó por medio de análisis textual discursivo. Los resultados indican que los formadores de docentes que logran establecer una relación directa entre la teoría y las prácticas pedagógicas, se comprometen con la profesión y buscan nuevas estrategias para usar en sus clases, con el objetivo de facilitar y alentar el proceso de enseñanza y aprendizaje de los futuros profesores. Para tal, consideramos que los esfuerzos y compromisos, tanto de los formadores de docentes como de las instituciones de educación superior, de forma integrada, son necesarios para la mejoría de la educación universitaria. Ao longo dos últimos anos, têm ocorrido mudanças significativas no que se refere ao âmbito das instituições de ensino superior no país, e isto tem provocado discussões acerca da busca por atender as novas necessidades formativas e os desafios apresentados neste nível de ensino. Assim, cabe ressaltar a importância da compreensão do papel do professor universitário e a necessidade que este possui de modificar suas ações docentes em tempos de constantes avanços sociais e tecnológicos. Nesse sentido, o objetivo deste estudo foi analisar as percepções desses formadores de professores acerca de suas práticas pedagógicas. Neste estudo, serão apresentados os resultados provenientes de um questionário semiestruturado com seis questões, respondido por quatorze formadores de professores dos cursos de licenciatura em Química, Física e Biologia de uma universidade pública do país, sendo a análise dos dados realizada através da Análise Textual Discursiva. Os resultados indicam que os formadores de professores que conseguem fazer relação direta entre a teoria e as práticas pedagógicas possuem comprometimento com a profissão docente e buscam novas estratégias para utilizar em suas aulas, o que visa facilitar e incentivar o processo de ensino e aprendizagem dos licenciandos. Para isso, acreditamos que são necessários os esforços e compromissos tanto dos formadores de professores quanto das instituições de ensino superior, numa integração em busca da melhoria do ensino universitário. 2020-07-02 2022-03-21T16:36:56Z 2022-03-21T16:36:56Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657945 10.20396/riesup.v7i0.8657945 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69120 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657945/22626 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657945/22627 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf 2016-2017; Interior of Bahia, Brazil 2016 y 2017; Interior de Bahía, Brasil 2016-2017; Interior da Bahia, Brasil Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 7 (2021): Rolling Pass; e021021 Revista Internacional de Educação Superior; Vol. 7 (2021): Publicación Contínua; e021021 Revista Internacional de Educação Superior; v. 7 (2021): Publicação Contínua; e021021 2446-9424 |
| spellingShingle | Ensino superior Pedagogia universitária Formação docente Prática pedagógica Educación superior Pedagogía universitaria Formación docente Práctica docente Higher education University pedagogy Teacher training Pedagogical practice Guimarães, Thiago Santos Massena, Elisa Prestes Siqueira, Maxwell Roger da Purificação Perceptions of teacher educators about their pedagogical practices |
| title | Perceptions of teacher educators about their pedagogical practices |
| title_full | Perceptions of teacher educators about their pedagogical practices |
| title_fullStr | Perceptions of teacher educators about their pedagogical practices |
| title_full_unstemmed | Perceptions of teacher educators about their pedagogical practices |
| title_short | Perceptions of teacher educators about their pedagogical practices |
| title_sort | perceptions of teacher educators about their pedagogical practices |
| topic | Ensino superior Pedagogia universitária Formação docente Prática pedagógica Educación superior Pedagogía universitaria Formación docente Práctica docente Higher education University pedagogy Teacher training Pedagogical practice |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8657945 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69120 |