| dc.description.abstract | This academic research it is a master thesis that aimed at analyzing how professors without any training for teaching develop good pedagogical practices in higher education and what kind of challenges arise during the development of these practices. From this general objective, more specific purposes emerged: to understand the relationship of training and professional development of professors with their teaching practices; to analyze the definitions of good pedagogical practices from these professors; to identify the knowledge and skills that professors without any teaching training consider important to the development of good pedagogical practices; to investigate how these professors organize their teaching and what teaching strategies they have been used; finally, to identify the challenges in the development of these good pedagogical practices. Regarding the methodological approach, the study is characterized as a qualitative research. As the data collection, it has been used the semi-structured interviews, document analysis and observations of classes taught by four professors at the State University of Southwest Bahia (UESB). This research sought to argue, thus, which elements contributed to the development of good pedagogical practices established by these untrained professors to the practice of teaching, as well as the challenges that have arisen in this process. Searching how professors without any preparation for teaching, develop good pedagogical practices can contribute to discussions about teaching learning and, consequently, the field of research on training university professors. Based on data analysis, it has been identified that it is necessary not only the domain of content and experiences for the development of good pedagogical practices, but other dimensions are also needed in this process. | |
