Desenvolvimento profissional de professores iniciantes no ensino superior: um estudo no curso de Psicologia em Porto Velho-RO

Abstract

This study sought to investigate the components that influence the professional beginning professors’ development in the Psychology course at a private higher education institution located in Porto Velho-RO. This is a qualitative, descriptive study (Bogdan; Biklen, 2013), using semi-structured interviews applied to six teachers with up to three years' teaching experience as a data source (Huberman, 1995). Thematic analysis (Braun; Clarke, 2012) revealed three main axes: i) Pedagogical freedom and institutional norms; ii) Professional recognition and work reality; and iii) Teaching development and training challenges. The results indicate that although professors perceive some autonomy in their teaching practices, this is limited by the institutional norms rigidity, which hinders the innovative practices implementation. In addition, the discrepancy between social recognition and economic retribution is a factor of dissatisfaction among the professors. The adequate pedagogical training and institutional support lack contributes to an insecurity feeling and improvisation in teaching. These factors highlight the need for institutional policies favoring the professors’ valorization and continuous development, in order to promote a favorable environment to the construction of a professional teaching identity in higher education, based on pedagogical practices improvement.