The teacher’s professional development trajectory in higher education

Abstract

The objective of the study is to analyze how a campus teacher from the University of São Paulo focused on agrarian sciences was constituted in the teaching of higher education, identifying the challenges and the solutions related to this trajectory. For that, a questionnaire on the subject was elaborated and applied to the teachers members of the coordination of the graduation courses from the university campus that is the target of the research. The research was quantitative and qualitative and sent to a universe of 246 teachers, results showed that approximately half of the 39 teachers interviewed do not have pedagogical preparation; however, they have alleviated difficulties through new career experiences. In addition, they have demonstrated characteristics of good professional development, since they know the pedagogical project of the course and by having their teaching plans susceptible to changes due to changes in society and the world of work.