Teacher professional development in emerging contexts
This article aims to present a research project on the problem of the professional development of teachers in Uruguay in a transition scenario of the educators' training career towards a university character. Changes are evidenced for this academic profession from a conception of a "career...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Revista Internacional de Educação Superior |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8663911 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8663911 |
| Access Level: | Open access |
| Keyword: | Professional development Teaching career Emerging contexts Desenvolvimento profissional Carreira docente Contextos emergentes Desarrollo profesional Carrera docente |
| Summary: | This article aims to present a research project on the problem of the professional development of teachers in Uruguay in a transition scenario of the educators' training career towards a university character. Changes are evidenced for this academic profession from a conception of a "career based on seniority assessment" towards a development proposal in three dimensions: undergraduate training, professional development and working conditions. A study proposal is presented through a multilevel analysis on the meanings that the different actors have with respect to national educational policies referring to “Teaching”. It is assumed that there could be tensions between the macro / meso / micro levels, in the implementation phase of this strategic guideline within the Development Plan of the National Administration of Public Education in Uruguay. In this paper aspects of the research method, theoretical framework and expected results are shared. |
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