PROFESSOR PROFESSIONALISM: CONTRIBUTIONS FROM KNOWLEDGE AND EXPERTISE ON THE CONSTRUCTION OF BEING PROFESSOR

Abstract

The article proposes analyzing how the practice of the lecturer manifests on the everyday based on the teaching and learning relationship. The question that presents itself on this discussion’s context seeks understanding how degree courses, from those trainer professionals are conducting this formation in the perspective of the teaching professionalism? We start from the assumption that this professionalism is about the specific field of teaching without, however, limiting it to classroom activities. As a qualitative research, we used the collaborative observation, at Paiva’s (2002) perspective, as data collection procedure. On the theory field, we have done interlocutions with authors among which we highlight Sacristán (1998), Tardif (2002) and Altet (2003). The data allowed us to identify fundamental elements on the teaching practice development; that is, the knowledge brought by skills that the professors have at their disposal, and the expertise that manifests practicing those skills. Wherefore, the synthesis we came upon reveal a disarticulation between what the professors theorize and the manner that the theory is given a meaning in the practice. Our intention was not leading the professors into conforming to the findings, but allowing them to reach their own empirical and evaluative premises in a more defined way, comparing their practices and critically reflecting about each of their why.

Keywords: Professor Professionalism. Knowledge. Expertise. Professor.