Continuing education contributions to university professors ingress

Authors

DOI:

https://doi.org/10.17058/rea.v28i1.13022

Keywords:

Continuing education of teachers, Professional teacher insertion, Teaching in higher education.

Abstract

This article analyze the continuing education perceived by university professors in the process of professional insertion in the perspective of the contributions of this training to the learning and overcoming the difficulties of teaching. References include: Vaillant; Marcelo (2012), Romanowski (2007), Marcelo García (1999, 2010), Day (2001) and Zanchet et al. (2014). The methodology was based on qualitative approach with data collection through a questionnaire answered by 15 (fifteen) beginning teachers. It was possible to infer that continuing education contributes in a perspective of teaching instrumentation.

Downloads

Download data is not yet available.

Author Biographies

Priscila Ximenes Souza do Nascimento, Pontifícia Universidade Católica do Paraná - PUCPR

Doutoranda do Programa de Pós-Graduação em Educação – PUCPR; Mestre em Educação – UFPE; Professora do Curso de Pedagogia – PUCPR.

Joana Paulin Romanowski, Pontifícia Universidade Católica do Paraná - PUCPR

Doutora em Educação – USP, Professora do Programa de Pós-Graduação em Educação – UNINTER e PUCPR, Bolsa Produtividade em Pesquisa CNPQ – 1D.

Downloads

Published

2020-01-05

How to Cite

Nascimento, P. X. S. do, & Romanowski, J. P. (2020). Continuing education contributions to university professors ingress. Reflexão E Ação, 28(1), 204-219. https://doi.org/10.17058/rea.v28i1.13022

Issue

Vol. 28 No. 1 (2020)

Section

Artigos do Fluxo

License

The submission of originals to this journal implies on the transference, by the author(s), of the printed and digital publishing rights. The author´s rights to the published articles are the author´s, the journal has the rights over the first publication. The author(s) can only use the same results in other publications, indicating clearly that this journal was the original publisher. Since we are an open access journal, the free use of articles is permitted for educational and scientific applications, as long as they inform the source according with the CC-BY license from Creative Commons.