Desenvolvimento profissional docente no Ensino Superior: Contributos para uma reflexão

Isabel Huet

doi:10.21814/rpe.32680

Auteurs

Isabel Huet Universidade Aberta, Portugal; Universidade de Aveiro, Portugal https://orcid.org/0000-0002-6215-0448

DOI :

https://doi.org/10.21814/rpe.32680

Mots-clés :

Desenvolvimento profissional, Pedagogia universitária, Formação pedagógica, Ensino a distância (EaD), Supervisão da investigação

Résumé

Dans le domaine de l'enseignement, les enseignants de l'enseignement supérieur sont censés se développer professionnellement, en approfondissant leurs connaissances dans le domaine de la pédagogie universitaire et en s'engageant dans des activités de réflexion et d'enquête sur la pédagogie dans le but d'innover et d'améliorer leur pratique pédagogique. Malgré l'importance du développement professionnel des enseignants pour l'amélioration de la qualité de l'enseignement et de l'apprentissage, il a évolué de différentes manières dans le contexte national et international et avec des impacts différents. Cette réalité est guidée par une culture organisationnelle fortement ancrée dans les politiques (trans)nationales qui guident et encouragent la professionnalisation des enseignants. Il existe des contextes dans lesquels le développement professionnel est fortement encouragé, valorisé et reconnu, et d'autres dans lesquels il n'est associé qu'à la recherche ou à des initiatives très individualisées ou non durables dans le domaine de la pédagogie.Cet article présente une analyse critique du développement professionnel des enseignants dans le contexte national et international, sur la base de la littérature et des études de recherche menées par l'auteur. Cette analyse critique repose sur l'hypothèse théorique selon laquelle le développement professionnel des enseignants, basé sur le domaine de la pédagogie et découlant de contextes d'apprentissage formels et/ou informels, développe des professionnels qui sont plus réfléchis et critiques vis-à-vis de leur rôle en tant qu'enseignants, superviseurs et/ou mentors, en leur donnant des compétences pédagogiques qui renforcent l'innovation et la qualité de l'enseignement.

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