ENSINANDO A ENSINAR: DIRETRIZES E ESTRATÉGIAS PARA MELHORAR A FORMAÇÃO DE PROFESSORES NO ENSINO SUPERIOR

Autores

DOI:

https://doi.org/10.22481/rpe.v16i43.6929

Palavras-chave:

Formação de professores, Ensino superior, Ensino centrado no estudante

Resumo

O debate sobre a qualidade da formação de professores universitários é mais do que nunca uma questão relevante. É um tópico que frequentemente aparece em periódicos especializados sobre ensino superior frequentemente examinado no contexto científico. Este artigo aborda algumas dessas questões complexas e as ilustra com exemplos retirados de um estudo da Universidade de Bari.

Biografia do Autor

Rosatilde Margiotta, Universidade de Bari - Itália

PhD student in pedagogy in the Ionic Department of Legal and Economic Systems of the Mediterranean: Society, Environment, Culture at the University of Bari in Taranto. Her research interests concern innovations in education, with a focus on technology-enhanced learning and improvement of teacher training following a narrative-inquiry approach. She is the author of several papers and publications about her research results.

Cosimo Laneve, Universidade de Bari - Itália

Former director of the Department of Education at the University of Bari and former director of the Ionic Department of Legal and Economic Systems of the Mediterranean: Society, Environment, Culture of University of Bari. He was the president of the Italian Society of Pedagogy (SIPED) from 2003 to 2006. Professor Laneve is the only Italian member of the International Study Association on Teachers and Teaching (ISATT). He is the author of 800 publications and editor-in-chief of the journal Quaderni di Didattica della Scrittura.

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Publicado

2020-12-01

Como Citar

Margiotta, R., & Laneve, C. . (2020). ENSINANDO A ENSINAR: DIRETRIZES E ESTRATÉGIAS PARA MELHORAR A FORMAÇÃO DE PROFESSORES NO ENSINO SUPERIOR. Práxis Educacional, 16(43), 134-141. https://doi.org/10.22481/rpe.v16i43.6929

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