Being an educator in teaching undergraduate courses: challenges of teacher learning
Journal Title: Práxis Educativa - Year 2018, Vol 13, Issue 2
Abstract
In this article, we discuss the teacher learning in Higher Education from building the formative dynamics experienced in the spaces of action of the university professor, focusing on the dimensions of production of meaning in\of the teaching, the conception of education and the formative architecture. The study was based on the sociocultural narrative approach drawing from Vygotski (1991, 1995), Leontiev (1984), Bakhtin (1995, 2010, 2011), Connelly and Clandinin (1995), Werstch (1993), Freitas (2000), Freitas and Ramos (2010) and was developed from interviews with professors/educators of teaching undergraduate courses. The objective was to understand the conceptions about teacher learning and its implications in the formative processes in this context. We emphasize the learning of being a professor built by the conceptions and experiences constituted in the spaces/times in which the formative processes are developed. The multiple challenges that emerge in the contextual diversity of teaching undergraduate courses in the university reveal a culture of collaboration as a viable way of problematizing dilemmas and tensions, setting up its own teaching culture.
Authors and Affiliations
Doris Pires Vargas Bolzan, Ana Carla Hollweg Powaczuk, Silvia Maria de Aguiar Isaia
Keywords
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- EP ID EP482239
- DOI 10.5212/PraxEduc.v.13i2.0007
- Views 100
- Downloads 0
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