AÇÕES FORMATIVAS PARA DOCÊNCIA NO ENSINO SUPERIOR OFERECIDOS EM CENTROS DE ENSINO E APRENDIZAGEM NACIONAIS E INTERNACIONAIS
BILIBIO, Lincon Venancio1; VOSGERAU, Dilmeire Sant Anna Ramos2;
Introdução:Faculty development is an important factor when considering the quality of the educational process. It should be seen as a collective endeavor, requiring work by the educational institution. One way the institution can foster faculty development is by establishing a Center for Teaching and Learning.
Objetivo:Identify faculty development initiatives offered by international Centers for Teaching and Learning.
Metodologia:This is a qualitative exploratory study, set into a pragmatic interpretive framework. We collected institutional text data from the Center of Teaching and Learning websites of the 25 top teaching universities in the world. The main categories of collection were the Centers’ missions, objectives, and activities. We analyzed the data using Saldaña’s coding cycles in multiple iterations.
Resultados:Analysis of the data revealed four macro-categories that can be used to understand the actions of Centers for Teaching and Learning. With these categories, we proposed a four-dimensional model of CTLs. CTLs have: (a) an Attitude Dimension, which reveals their beliefs, the ways they position themselves within the university and towards the community, and values they want to foster in educators; (b) a Subject Dimension, which comprises the content subjects taught or supported by the CTL; (c) a Delivery Dimension, which describes the channels and mechanisms the CTL has to interact with faculty and deliver content subjects; and (d) an Administrative Dimension, which describes the administrative tools and mechanisms the CTL has to advance its goals. We found that most CTLs foster teaching excellence, innovation, and are guided by evidence; that they teach pedagogical knowledge, curriculum development, and assessment through consultations, programs, courses, and workshops; and that they leverage grants, funding, and awards to advance their goals.
Conclusões:Our four-dimensional model of CTLs can be used by universities that want to establish a CTL to reaffirm their commitment to educational quality. Our model serves as an entry point into the complex and rich environment of CTLs and can be useful in the long-term planning of a university’s strategic education objectives.
Palavras-chave: Faculty development. Center for Teaching and Learning. Scholarship of teaching and learning