SciELO - Scientific Electronic Library Online

 
vol.98 issue250An investigation on the senses and meanings with alumni of an undergraduate teacher-training mathematics courseThe implementation of a handout teaching system and the teacher’s work: problems and decisions of a municipal public school network author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

Share


Revista Brasileira de Estudos Pedagógicos

Print version ISSN 0034-7183On-line version ISSN 2176-6681

Abstract

FELDEN, Eliane de Lourdes. Teacher professional development: challenges and tensions in higher education through the perspective of the heads of department. Rev. Bras. Estud. Pedagog. [online]. 2017, vol.98, n.250, pp.747-763. ISSN 0034-7183.  http://dx.doi.org/10.24109/2176-6681.rbep.98i250.2858.

This research focuses on teacher professional development through an inquiry in the field of university pedagogy. It stems from a research on higher education teaching, substantiated by contemporary authors that traditionally investigate this level of education. This paper constitutes a qualitative study, using semi-structured interviews with heads of department who double as university professors, aiming to learn the challenges and tensions faced in the betterment of higher education teaching. It is inferable that this improvement entails continuing professional-training investment in an effort to overcome experienced challenges and tensions. There is an understanding that the articulated work of the university and its professors can spark needed ruptures in the teaching/learning process, in the perspective of improving teaching in the university.

Keywords : higher education; university teaching; teacher professional development.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )