Training and pedagogical advice for university teachers: a case study in Brazil and Québec

Abstract

This research aims to understand how two training and pedagogical consultancy centers play their role in training and monitoring the professional development of university teachers. For this purpose, we studied the case of the Center for University Pedagogy (CPU) at the University of Montreal (Quebec, Canada) and the Center for Pedagogical Training and Advisory (NUFAP), linked to the Federal University of Bahia (UFBA). These are two large urban universities that have been offering training programs and pedagogical assistance to university teachers for some years. The research is qualitative in nature and has a phenomenological approach. Multiple case studies were used as a method. To collect data, document analysis was carried out on the virtual platforms of the two centers, semi-structured interviews with coordinators, pedagogical advisors and teachers. Thematic analysis was the method used to analyze and interpret the information, generating a thematic tree from the units of meaning that emerged from the study. The main theoretical references regarding pedagogical training: Colet and Berthiaume, 2015; Lucarelli, 2009; Cunha 2014. About innovation: Pilot and Marceaux 2022, Imbernón, 2017. About pedagogical advice: Cunha 2014. Research methodology and philosophical approach: Maffesoli, 2005; Alexandre, 2013; Paillé and Mucchielli 2008. As a result, similarities and differences were highlighted between the two pedagogical structures and their training and advisory systems. The perceptions of participating teachers regarding the effects of training processes on their practices were also described, as well as the conceptions of coordinators and pedagogical advisors regarding the work carried out in both sectors.