Teacher pedagogical training: experience from Brazil and Uruguay

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniv Fed Alfenas UNIFAL MG-
Autor(es): dc.contributorCtr Univ Claretiano-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversidade Federal de São Carlos (UFSCar)-
Autor(es): dc.creatorXavier., Amanda Rezende Costa-
Autor(es): dc.creatorCarrasco., Bueno-
Autor(es): dc.creatorAzevedo., Maria Antonia Ramos de-
Autor(es): dc.creatorMaldonado., Elaine Cristina-
Autor(es): dc.creatorAntonello., Jaqueline-
Data de aceite: dc.date.accessioned2025-08-21T19:31:59Z-
Data de disponibilização: dc.date.available2025-08-21T19:31:59Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2022-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.29156/INTER.10.2.12-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/305320-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/305320-
Descrição: dc.descriptionThe present work is concerned with presenting, from an institutional perspective, the actions of teacher pedagogical training in a Bra-zilian and a Uruguayan institution. The challenge of teaching qualification in higher education is a contemporary theme that has mobilized institutions concerned with assuming the teacher training process as part of the excellence of this level of education. In the light of the theoretical framework of university pedagogy, the article is guided by a qualitative approach, based on a multiple case study methodology (Yin, 2001) that compares two experiences related to the same pillar: the offer of pedagogical training with a view to pro-moting professional development teacher. The clipping is based on an experience in Uruguay, whose data were collected in 2019, and an experience in Brazil, whose data refer to the 2020-2022 period. The results indicate that both experiences contemplate, institutionally, the valuation of training spaces, and converge in actions related to advisory work in the collective dimension of teaching. However, they present different investments associated with the maintenance of these training spaces, thus constituting different processes that trigger the professional development of the teachers involved.-
Descrição: dc.descriptionUniv Fed Alfenas UNIFAL MG, Alfenas, MG, Brazil-
Descrição: dc.descriptionCtr Univ Claretiano, Goiania, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista Julio de Mesquita Filho UNE, Sau Paulo, Brazil-
Descrição: dc.descriptionUniv Fed Sao Carlos UFSCar, Sao Carlos, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista Julio de Mesquita Filho UNE, Sau Paulo, Brazil-
Formato: dc.format8-
Idioma: dc.languageen-
Publicador: dc.publisherUniv Republica, Comision Sectorial Ensenanza-
Relação: dc.relationIntercambios-dilemas Y Transiciones De La Educacion Superior-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectteacher professional development-
Palavras-chave: dc.subjectdidactic-pedagogical training-
Palavras-chave: dc.subjecthigher education teacher-
Palavras-chave: dc.subjectuniversity pedagogy-
Palavras-chave: dc.subjectuniversity pedagogical advisor-
Título: dc.titleTeacher pedagogical training: experience from Brazil and Uruguay-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.