Carla Spagnolo

O desenvolvimento profissional docente na contemporaneidade: implicações transformadoras para o ser e para o fazer

Este estudo apresenta um dialogo teorico acerca do desenvolvimento profissional docente e de suas implicacoes para a aprendizagem dos professores em uma perspectiva integrada entre os binomios pessoa/profissional e teoria/ pratica. Tem como objetivo refletir sobre os distintos aspectos que compoem o desenvolvimento profissional e sobre as possibilidades de transformacao para a qualidade na formacao continua dos professores. Caracteriza-se como uma pesquisa bibliografica, de cunho qualitativo, a partir das discussoes entre os autores embasadas nas leituras dos distintos materiais. Conclui que a formacao continuada de professores precisa ser repensada e desenvolvida levando em conta as bases que fundamentam as acoes das instituicoes de ensino. O desenvolvimento profissional, por esse vies, assume papel importante na constituicao de espacos que proporcionam a escuta ativa, o entendimento do outro e a percepcao da complexidade enquanto compreensao do todo, a partir das necessidades individuais e coletivas.

Motivação para a permanência na profissão: a percepção dos docentes universitários

Abstract This qualitative study aimed to know the main aspects that motivate higher education teachers to stay in the career. The data were collected with 26 teachers, who pointed out the aspects perceived as essential for their permanence, which were grouped according to the principles of content analysis. Ten categories emerged, hierarchized by frequency: relationship with students; Continuing education; Taste / pleasure / satisfaction for teaching; Involvement with scientific research; salary; Social contribution of the action; Academic environment, autonomy, security / stability / prestige and challenges / knowledge sharing. The results were discussed in light of contemporary theories on motivational processes and converge with current literature on the subject. We believe that the categories that emerged as motives for the permanence of the teaching career can offer empirical supports that contribute to the establishment of correlations between individual, contextual factors and perceived motivation, useful in promoting the development and quality of teaching in Higher Education.Keywords: Motivation; Teachers; Higher education.

Teachers’ lifelong learning: Emerging dialogues from Gert Biesta’s philosophical views:

It is our contention in this article that lifelong learning for teachers is something that is essential and fundamental for the improvement of the teaching and learning processes in education. Here, we consider some aspects related to this important subject. First, we discuss official documents dealing with teachers’ lifelong learning: that is, we aim to understand the historical development of this topic and what has been proposed by international legislation. Second, we explain and discuss some theoretical views related to the theme of teachers’ lifelong learning, especially those put forward by Gert Biesta. Finally, following on from what we have discussed previously, we put forward some suggestions for teachers’ lifelong learning that aim to make a difference with regard to how teachers carry out their day-to-day activities.