Aulas no ensino superior: uma visão sobre professores de disciplinas científicas na licenciatura em Química da UFMG

Abstract

This work proposes the discussion of university professor training and practice from the perspective of teaching itself and in relation to the workplace. Although the focus is on higher education chemistry professors, the perspectives and results that were obtained may be applied to all science professors at this level of education. Considering the professor training given in the chemistry graduate programs and that the contact with current teaching and learning theories is minimal or nonexistent, the fact that some professors are successful in their teaching practice, as evaluated by the students, calls our attention. Our research problem derived from this finding, and led us to seek a better understanding of the knowledge that the professors draw on to prepare their lectures. Being a research staff member of the Chemistry Department of the Institute of Exact Science of the Federal University of Minas Gerais, and because the university organization is typical of large higher education centers, it was chosen for data collection. After identifying and characterizing the types of classes that are taught, four teachers were selected as well-evaluated by the students, two for each type of class: interactive and non-interactive. A set of classes by each of the selected professors was videotaped and analyzed, initially at the general level and later at what we called the micro level, using appropriate analytical tools. In general, we understand that the well-evaluated professors are those who enjoy teaching, are well organized, and dedicate a considerable part of the work time to this activity. As to the way of working, we have identified different strategies used by the professors whose classes are interactive and those whose classes are less interactive, and this results in different levels of student participation. While the interactive professors use assorted strategies to engage the students in classes, making the classes more dynamic by placing emphasis on the professor and the students as actors and maintaining the content as a means of education, the professors whose classes are less interactive tend to emphasize the teacher as an actor and the content, leaving the students in a passive role during class. We have also investigated the aspects that may have contributed to the training of each of these professors. We have found signs that allow us to discuss this training. The interactive professors develop their practice based on a counter-example of what they experienced in the undergraduate course, while the less interactive professors adopt it as an example; their practice is a close imitation of what the professors that they had and admired did. The more interactive professors also reported events that took place during their training and seemed to be the origin of the development of the strategies that we have observed in their classes. They developed a process of reflection about what they had experienced during their training, developing practices based on the experiences that marked them the most, both negatively and positively, and their own teaching practice, demonstrating that they are aware of the students needs. The training that the less interactive professors had is practically the key element of their practice. Finally, we consider that the training of university professors requires urgent attention. However, isolated actions have little probability of involving them as much in teaching as they are involved in research. The way that higher education institutions are organized and the chemists' environment leads them not to see themselves as trainers of professors and to place greater emphasis on research rather than on teaching. We also observe that although interactive professors have been trained and worked in this same environment, their practice is different. This is important for thinking about both the basic education teacher training and the continued education of university professors.