TRAYECTORIAS FORMATIVAS DE PROFESORES UNIVERSITARIOS: PRIMEROS AÑOS EN LA DOCENCIA
This article shows the results of a project developed at the University of Antioquia, that analyzes how the experiences of university professors in professional insertion are articulated with their professional development. For this, the narratives in a research perspective with and for the particip...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | español |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/690 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/690 |
| Access Level: | acceso abierto |
| Palabra clave: | Trayectoria profesional Inserción profesional Profesor universitario Identidad profesional Cultura profesional Trajetória profissional Inserção profissional Professor universitario Identidade profissional Cultura profissional Career path Teacher induction College professor Professional identity Professional culture |
| Sumario: | This article shows the results of a project developed at the University of Antioquia, that analyzes how the experiences of university professors in professional insertion are articulated with their professional development. For this, the narratives in a research perspective with and for the participants that collects training and professional experiences of teachers from different academic units. In the analysis, problems are identified that derive from their previous experiences and their relationship with the substantive functions of higher education. Finally, it is concluded that professional trajectories influence their coupling to the professional culture of the center, which, in turn, reconfigures their identity around the missionary activities that they privilege; in this case, teaching and research and, to a lesser extent, extension and administration, and where promotion and promotion policies can motivate and outline the path towards their professional development. |
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