Knowledge in university teaching: the mobilization of pedagogical action and experience in evaluation

Abstract

Evaluation can reveal the relationship (between) and the mobilization of knowledge in pedagogical action and the background of university professors within the institutional context where they teach. This article aims to analyze how professors with stricto sensu degrees in Chemistry apply their pedagogical knowledge, acquired during their undergraduate training, and how they interpret this knowledge during the evaluation of their curricular components. The empirical research was conducted in the classrooms of three higher education professors, who work on a chemistry degree program at a federal university. Data was collected through class observations and individual interviews, with analysis performed using content analysis techniques. The article explores changes in the evaluation activities of university professors, reflecting on how their teaching knowledge is mobilized. It also highlights pedagogical knowledge developed through experience and assessment strategies used in their classes. In this way, the process of formative change observed in the activities with evaluation, resulting from the professional development of employees, was evident, which made it possible to explain the construction and redefinition of their teaching knowledge.