THE PEDAGOGICAL FORMATION OF THE UNIVERSITY PROFESSOR IN THE POS-GRADUATION SPACE

Abstract

This paper discusses the occupation and appropriation of graduate level pedagogic formation in within different settings and disciplines. This was examined by dividing the research between (UNISINOS/UFPEL) “Paths and places in the formation of academic teaching: how the individual perspective relates to the institutional space”, this study analyzes the place of the teacher as the superior role in educational formation. In that analysis, the addition to the empiric field is being made through the mapping of specialized courses in academic teaching and the disciplines that treat the knowledge of graduate level courses in Education as a specific area of other disciplines. Some of the subjects being highlighted in this discussion of the politics, institutional and individual movements that they refer to when identifying formation places in the field of academic pedagogy are: What objectives guide the implementation of specialized courses in academic teaching? What expectations do teachers have when they look for these courses? How often are these courses offered? How are they viewed by the institution promoting those courses? What formation type to teachers look for in these academic spaces? Are the disciplines that concern learning about education required courses for graduate programs? What do the pedagogic projects in these courses add to the respective disciplines? These questions, among others, have been used turn on to understand if these movements are useful in the study of academic scenery and if they contribute to the improvement of the pedagogic process in higher education. The methods in this study are qualitative, using basic ethnographies. Mapped data is made into questionnaires which are semi-structured online and given to course coordinators in the various areas of the teachers’ specializations to complete.