A formação docente e a qualidade de ensino na Universidade Estadual de Londrina - UEL na percepção de coordenadores dos colegiados de cursos de graduação

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

01/12/2011

RESUMO

The central object of this dissertation is to understand the perception of coordinators of undergraduate courses of UEL about the quality of education practiced in their courses and how this perception may contribute with the discussion and analysis of elements involved in training for teaching in higher education. For this purpose, we established the following objectives: to deepen knowledge about education for teachers in higher education; to identify elements involved in the perceptions of course coordinators concerning the quality of undergraduate education and teacher training for higher education; to point limits and indicate possibilities for improvement of teacher training in higher education based on the analysis of the perceptions of course coordinators in the light of the theoretical study. Such a paper has as its premise that quality of teaching and pedagogical training of teachers are variables of the same equation, i.e., they are directly linked to each other. It is a qualitative, exploratory and descriptive research, in which we used as a tool for data collection semi-structured interviews with coordinators of nineteen undergraduate courses at the State University of Londrina. Data analysis revealed that, in view of the coordinators, the lack of pedagogical training of teachers can be considered an obstacle to offering a quality education. There was also an indication that the teachers overestimate activities related to research at the expense of activities related to teaching, which means he does not engage with the activities of teaching in the course he works in, resulting in an isolated and disconnected action from the educational project of the course. We consider that efforts should focus on discussion of issues related to the viability of an institutional policy of teacher education that nurture the professional development of teachers in higher education and encourage their training environment.

ASSUNTO(S)

ensino superior formação de professores qualidade na educação universidades e faculdades professores universitários teachers of language formation quality of education universities and colleges university teachers training

ACESSO AO ARTIGO

Documentos Relacionados