Pedagogical Support at University: a practice at the service of institutions and against the current
This text deals with pedagogical support in higher education institutions, taking the case of the IDEA-UMinho Center (University of Minho, Portugal). Based on the perceptions of different actors (the center's dean and coordinator, advisors, and professors), the institutional policy for teacher...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/17954 |
| Acesso em linha: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17954 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ensino Superior. Assessoramento Pedagógico Universitário. Docência Universitária. Higher Education. Pedagogical Support at University. University Teaching. Educación Superior. Asesoramiento Pedagógico Universitario. Docencia Universitaria. |
| Resumo: | This text deals with pedagogical support in higher education institutions, taking the case of the IDEA-UMinho Center (University of Minho, Portugal). Based on the perceptions of different actors (the center's dean and coordinator, advisors, and professors), the institutional policy for teacher training, the concept of pedagogical assistance, the profile of advisors and the legitimacy of support practices are analyzed. We can conclude that the center, which is still recent, is moving decisively towards valuing and supporting professional teaching development and pedagogical innovation, with a perceived impact at both levels. However, it struggles with challenges arising from the dominant institutional culture and the relative fragility of its affirmation and support, representing a sector that is both at the service of the institution and contrary to that culture. |
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