ABSTRACT:
This article is an excerpt from a doctoral thesis aimed at understanding the teacher’s professional development process of a group of nurses from their inclusion in higher education. Therefore, theoretical studies addressing the training as a professional development of teachers were used, focusing on knowledge and learning necessary for the teaching in higher education. The survey data were collected and analyzed based on qualitative approach. The data were collected using oral narratives of six nursing teachers from a public higher education institution. The results have showed that teaching in higher education engenders a continuous and permanent movement of reflection and personal reinterpretation, not only professionally or institutionally, but also at an organizational sense. Therefore, a dialogue between research, reflection and teacher training can lead to changes in attitudes and teaching practices that strengthen the professional development of teachers.
Keywords:
Professional development of teaching; Nursing faculty; Higher education