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Author(s): Alboni Marisa Dudeque Pianovski Vieira | Mirian Célia Castellain Guebert | Sirley Terezinha Filipak

Journal: Olhar de Professor
ISSN 1518-5648

Volume: 15;
Issue: 02;
Start page: 337;
Date: 2012;
Original page

Keywords: Higher education | Teacher continuing education | Beginning teachers

The content knowledge acquired during undergraduate courses, specialization courses, masters or doctoral degrees in specifi c areas is not enough for teachers who start teaching in higher education. The dynamics of the classroom, the guidance of students´ learning are complex procedures that require specifi c training. This article refl ects on the importance of continuing education for beginning teachers in higher education. First, the article considers the context of the topic, and then discusses the concept of initial and continuing education to analyze the results of the practice conducted at a private university. The analysis is based on the studies by Imbernon (1994), Canário (1997), Masetto (2001), Tardif (2002), Gil (2009) and Saviani (2009), among others. The Law of Guidelines and Bases of National Education - Law No. 9.393/96; the document “Educación y conocimiento: eje de la transformación productiva con equidad”, by CEPAL; and the Delors Report presented by UNESCO were also used to support the analysis. From the methodological point of view, this is a case study, whose data collection involved beginning teachers who participated in a teacher training course in 2011. Data were tabulated, categorized, and analyzed. This study expects to have contributed to demonstrate the need for pedagogical training of teachers who start working in higher education, promoting further refl ection about their practice and needs.

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Tango Rapperswil

RPA Switzerland

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