Teacher training core as a space for teacher professional development in higher education

Abstract

The text aims to understand the process of professional development for higher education faculty members at federal public universities located in the Central-West region of Brazil. This was achieved through online research and document analysis conducted on the official websites of the investigated institutions (UFGD and UFMS in Mato Grosso do Sul; UFMT and UFR in Mato Grosso; UnB in the Federal District; and UFG, UFJ, and UFCAT in Goiás). Three Faculty Development Centers were identified, namely: the Center for Teacher Training at UFGD, the Faculty Training Center (NUFOP) at UFG, and the Pedagogical Training Center (NUFOP) affiliated with UnB. These spaces are relatively recent, with the Pedagogical Training Program for Teachers (PFPD) at UFSC being the oldest, dating back to the 1990s. Among the activities promoted by these Centers, there is a predominance of lectures, held in-person and/or remotely, as well as seminars and workshops. These activities often rely on researchers from other institutions to deliver content, highlighting an underutilization of the host institutions’ own faculty members. Another notable aspect is the linkage of the Centers to the Office of Undergraduate Studies. It can be inferred that research groups focusing on teacher training are overshadowed, with limited visibility and access at the selected universities, and they are not mentioned on the institutions’ websites as partners in the formative processes. The data collected underline the necessity of institutional policies that invest in professional development for higher education faculty, particularly with the support and engagement of the internal faculty members at the hosting institutions themselves.