University Pedagogy - Valuing Education and Teaching at University
DOI:
https://doi.org/10.21814/rpe.6243Abstract
Abstract
How and under what circumstances training processes regarding how to be ateacher can be developed at a complex university? The paper suggests possible answers to this question, from analysis of the establishment of ateacher education policy at a public university – University of São Paulo, Brazil– whose tradition of research activities overlaps with teaching. To broaden understanding of the undertaken experience, it discusses the meaning ofhigher education in the context of contemporary university crisis and analyses experiences in institutions that point the importance of teachers to ensure thesocial significance of university. The analysis is supported by written records and research produced by participants of the process (teachers, managers,doctoral students) as instruments. Considering a conceptual framework of university teaching, the results show some contributions to the field:importance of institutional rooting of policies for pedagogical education ofuniversity teachers; inclusion of these policies in the institutional budget;diversity of these educational activities; and enhancement of research findings of teachers about teaching.
KeywordsTeaching and research; University; Institutional policy
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