Teaching and training resources for teaching in higher education: the class diary in evidence

Abstract

In a scenario that became precarious by the neoliberal order, the institutionalization of training programs for university instructors has been discontinued, demanding institutional actions and reflections on the experiences that set the subjectivities of everyday teaching practices. Thus, we ask: mediated by the biographical-narrative perspective, to what extent do class diaries constitute as teaching and training resources for university instructors? As reflective-biographical-narrative possibilities focused on experience, we aim to unravel, through their narratives, the contributions of this teaching-training resource to higher education instructors. The theoretical-methodological basis of the paper was centered on narrative research, where reports are recognized as a method and phenomenon of study. This is a fragment of a doctoral internship carried out by the author, and it presents narratives of a university instructor from the University of Malaga, Spain, shared in an in-depth narrative interview. The reports highlighted the potential of this educational training resource to guide the process of reflection on the teaching experience, which privileges horizontal and collaborative actions in the framework of professional teacher development. It shows us the need for new studies focusing on the interlocutions between teacher training and biographical-narrative research, revealed as qualitative support for university teacher training and as an outcome of life and teaching.