Resumo

COSTA XAVIER, Amanda Rezende et al. Teacher pedagogical training: experience from Brazil and Uruguay. InterCambios [online]. 2023, vol.10, n.2, pp.118-126.  Epub 01-Dez-2023. ISSN 2301-0118.  https://doi.org/10.29156/inter.10.2.12.

The present work is concerned with presenting, from an institutional perspective, the actions of teacher pedagogical training in a Brazilian and a Uruguayan institution. The challenge of teaching qualification in higher education is a contemporary theme that has mobilized institutions concerned with assuming the teacher training process as part of the excellence of this level of education. In the light of the theoretical framework of university pedagogy, the article is guided by a qualitative approach, based on a multiple case study methodology (Yin, 2001) that compares two experiences related to the same pillar: the offer of pedagogical training with a view to promoting professional development teacher. The clipping is based on an experience in Uruguay, whose data were collected in 2019, and an experience in Brazil, whose data refer to the 2020-2022 period. The results indicate that both experiences contemplate, institutionally, the valuation of training spaces, and converge in actions related to advisory work in the collective dimension of teaching. However, they present different investments associated with the maintenance of these training spaces, thus constituting different processes that trigger the professional development of the teachers involved.

Palavras-chave : teacher professional development; didactic-pedagogical training; higher education teacher; university pedagogy; university pedagogical advisor.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )