O Professor Bacharel iniciante no Ensino Superior: experiências de egressos do mestrado em Administração da UFRN

Abstract

This research aimed to understand the meanings attributed to beginning teachers in higher education to their training experiences and to analyse their educational contributions (potential obstructions and changes) in their teaching practices. The following question was asked: what training experiences of the graduate teacher contributes to their initial teaching practice in higher education? The assumption that being a novice higher education teacher involves a process of disparate contributions in a complex set of formative experiences was taken. A group of 13 teachers, who graduated from a master's degree in business administration at the Federal University of Rio Grande do Norte and recently started their careers in higher education, were comprehensively interviewed. The methodology involved a full analysis of their spoken statements. As theoretical-methodological principles the multi-referentiality, the social meaning and the configuration of interdependence were applied. The results revealed a broad training process instituted in the social relations established by the beginning teachers in their belongings. The meanings are found in the valuations that they give to the training in practice. The contributions of formative experiences are materialized in teaching practice involving: a) obstructions such as teacher devaluation, the image of a young teacher and authoritarian institutional relations in public and private higher education institutions; b) changes to the recognition of teaching, status, mobilizing institutional relationships and personal desires; c) strategies linked to dilemmatic processes that involve the student's loneliness versus autonomy mobilization and time management versus new learning