Pedagogical Transformation and Professor (Self)Training

Abstract

The rapid transformations that occur in contemporary times require changes in the educational environment. These, in turn, engender a new paradigm of university teaching. In this context, the transformations that most impact on teaching practice derive from the need to guide teaching by and for students’ learning. But to what extent have we developed the pedagogical skills required for the teaching-learning process? To what extent have we been able to create environments that foster student learning? In an effort to overcome impressionist visions we conducted a data survey with the application of a questionnaire. We had 301 valid answers and the interpretive exercise of the data helped to identify our main challenges as undergraduate business administration teachers. The text evolves from the introduction to the description of the methodological resources, followed by the description and interpretation of the data, an exercise that legitimized the findings and the signaling of possible developments. Was identified the need for structural solutions in the formation and actualization process of professionals who perform in the new Higher Education Context.