Abstract
Besides the knowledge of the specific area of training, university teaching demands that the teacher masters the educational foundations of the teaching-learning process, combined with the knowledge of his experience and his scientific production. With this challenge, this article aims to analyze the pedagogical training in an innovative perspective as a way to build teaching knowledge in Higher Education, with a view to a change in its practice. The research methodology adopted was the action-research, in a teacher training program in a municipal public Higher Education institution. The program took place during a school year, totaling ten sessions and at each session themes and situations were suggested, discussed and analyzed by the very professors involved. As data collection instrument, we have used a semi-structured interview with ten of the teachers who participated in the training process. The survey data allow us to state that the participation of the university professors in a teacher training that leads them to reflect, to be aware of their action and their teaching history, to expand their awareness and concepts about teaching, enables them to build knowledge that can generate significant changes in their teaching practice in the classroom. It was considered that the formation provided by the action-research helped the interviewed teachers to understand that university teaching goes further than mastering content, covering specific skills and knowledge of pedagogical and human nature.
Keywords:
university teaching; teacher training; teaching knowledge.