Abstract
This study aims to highlight the need for developing institutional projects on University Pedagogy which contribute to the professional development of higher education teachers at work. We questioned them the possible contributions of training activities focused on teaching development and professional identity. This quantitative, qualitative research was conducted in a federal university located in the region of Triângulo Mineiro, in Brazil, from 2013 to 2016. We collected data by means of questionnaires and interviews with university professors. We concluded that fragmented, sporadic training processes contribute little to professional development. Thus, in view of the complex work in higher education, institutional efforts are needed to consolidate a University Pedagogy as a permanent field for teacher training and development.
PEDAGOGY; HIGHER EDUCATION; TEACHER TRAINING; PROFESSIONAL IDENTITY