Professor’s resilience and pedagogical alternation in the beginner professors’ learning: the movements within the emerging contexts

Abstract

In this article, we present discussions that result from the research “Beginner professor in undergraduate courses and the emerging contexts: learning for / in teaching”, whose focus is on the beginner professor’s learning in the undergraduate course from the perspective of emerging contexts. For this purpose, we intend to answer the following research problem: what are the movements produced by beginner professors in the processes of learning to teach in undergraduate teaching focused courses, in the midst of emerging contexts. As theoretical and methodological framework, in this article, we used Bolzan (2009, 2012, 2016), Isaia and Bolzan (2009), Isaia (2006), Morosini (2014), Tardif (2014), Imbernón (2009), among other authors. The research has a qualitative socio-cultural narrative nature. We conducted interviews, based on guiding topics, with beginner professors who work in undergraduate courses at a public University in the countryside of Rio Grande do Sul. Based on the narratives, we highlighted the categories of teaching and formative processes that, pervaded by emerging contexts, configure the beginner professors’ learning. These emerging contexts are characterized as challenges in the face of dynamization of academic knowledge, work demands and the specificity of teachers’ training courses. Thus, teaching becomes more complex as the transformations of society emerge in professors’ learning, in which the movements of pedagogical alternation and teaching resilience imply the process of learning the teaching of the beginner professor who works as a trainer of trainers.