Teachers’ knowledges and practices: contributions to a reflection on autonomy and success in higher education
DOI:
https://doi.org/10.15448/1981-2582.2015.2.16498Keywords:
Academic success. Autonomous educational relationship. Higher education.Abstract
This paper aims at highlighting the process of teaching and learning in higher education (HE) as a privileged space for the (re)affirmation of academic autonomy and construction of professional autonomy. To do so, it brings together a reflection on factors affecting students (in)success in HE and two formative experiences – one focusing on the relationship established in teaching supervision as a possible trigger of dialogues with autonomous knowledge, and another one focusing on the construction of the teaching professionalism of students in an initial training process, within the scope of the challenge of shared management of the pedagogical work organization. In this context, by indicating the possibilities of active participation in classroom management and training intervention alternatives, the main propose of the study is to contribute to the reflection on teacher knowledge and practice within the complexity entailed in the reflection on academic success of the student in training.
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