THE ACADEMIC DEVELOPMENT OF EDUCATORS IN HIGHER EDUCATION

Resumen

This academic article aims to examine the professional growth of professors in higher education through an understanding of practical experiences, essential for the educator's training. Thus, it seeks to reflect on the perspectives of authors who address these experiences in the university context and in daily life, both inside and outside the classroom, in higher education, in the construction of knowledge by teachers and students. The focus is on identifying the main competencies acquired in teacher training; analyzing the remaining characteristics of each, their contributions to the development of skills and competencies, and exploring the theoretical and methodological foundations that guide the relationship between theory and practice in addressing teaching topics. The research will be primarily bibliographic, focusing on theoretical studies related to the topic. Through these sources, the roles of practical knowledge in teacher training will be analyzed. To support the analysis, authors such as Monteiro (2007), Pimenta (2002), Tardif (2012), among others, will be referenced. Furthermore, this study seeks to define the key knowledge offered, enabling a meaningful connection with the social context, communities, their cultures and values, while also exercising our political responsibility in decision-making and effectively influencing our actions as professionals capable of shaping opinions and mindsets.