Teacher Formation Limits of Institutional Assessment According to New Settings of Teaching Work in Higher Education

Ada Augusta Celestino Bezerra, Maria de Lourdes Santos Figueiredo Leite 
(Tiradentes University, SE, Brazil)

Abstract: The article exposes part of a larger research geared towards the training of the teacher and the specificity of teaching work in higher education in contemporary society, considered the coexistence of new and old paradigms, tensions, contradictions and demands which focus on the professional whose specificity resides in the mediations that develops towards the humanization of subject and society. Discusses qualitatively the quantitative results of an institutional assessment of teachers of undergraduate course of an IES of northeastern Brazil, held by a sample of students in 2012, showing its limits to achieve only formal aspects of teaching, to the detriment of a broader conception of teaching and teaching methodology and effective continuing training needs of teachers. In this respect points to new research that observe teachers in their daily life in the classroom and the interview outside of that environment.

Key words: higher education, educational institutional self-assessment, work continuing education