A formação continuada do professor bacharel como construção pedagógica da profissão docente

Abstract

The challenges of the teaching profession often trigger limitations in the pursuit of continuing education, because, in some cases, the lack of pedagogical knowledge, common sense and improvisation play a great role in the trajectory of the bachelor teacher, which can cause an identity crisis causing impacts on professional training, where, in some cases, university training is criticized. The objective of this research was to analyze the search for continuing education with a pedagogical principle by the bachelor teachers involved in the teaching and learning process in the Physiotherapy course. The problem that we present is whether the bachelor teachers involved in the teaching and learning process have sought continuing education with a pedagogical principle. This research was predominantly qualitative. Based on the literature review, we carried out a field research and the instruments for collecting information were a semi-structured interview with professors who work in undergraduate courses in Physical Therapy at Higher Education Institutions in the city of Montes Claros, located in the North region of Minas Gerais, and who had their initial bachelor's degree. Another instrument used was the documental analysis of the Teaching Plans, from the last two academic semesters in which these professors worked. We had a total of 25 interviews, conducted and recorded by the Google Meet platform, due to the Covid-19 pandemic, lasting between 30 minutes and 1 hour and 20 minutes. For the documentary analysis, we received 20 (twenty) Teaching Plans from the professors who agreed to send these documents. Pre-tests were carried out to verify if the instruments were coherent with the theme and research problem, and after small adjustments, we continued the interviews. Content analysis was used to define categories contained in the participants' responses and the textual organization of the dissertation with regard to the information collected. It was possible to conclude that it is extremely important to encourage and concern the HEIs to promote the continuous training of their teaching staff, but we found that the professional development of these teachers was also processed through personal decisions, in making themselves available to expand and if necessary modify teaching practices about pedagogical practice in the classroom through continuing education with a pedagogical principle. We also noticed that all teachers participating in the research showed concern with the teaching and learning process of students, and thus sought through the HEI, and in some cases individually, the reflection about their pedagogical practices so that this process could be more legitimate. They are higher education professionals who are in constant search for the possibility of innovating, learning, expanding and taking ownership of teacher training processes on a continuous basis, mainly due to the moment we are still experiencing from the Covid-19 pandemic. This continuing education for professors in Higher Education contributes to professional but also personal improvement, as it develops security, reflection and changes in their practice, in addition to the construction of their professional teaching identity.