Training Experience in the Analysis of Teaching Practices with University Professors within a Virtual Environment

Abstract

The training of university professors is a growing field. This article presents the pedagogical proposal and the didactic device of the Seminar on Analysis of Teaching Practices at the University of the Master’s Degree in University Teaching at the University of Buenos Aires, in a distance learning format. The purpose is to consider its formative potential and the processes deployed in professionals with teaching experience. Through an approach of successive approximations, the curriculum, program, activities, and student productions are described from the perspective of pedagogy, didactics of training, psychoanalysis, post-structuralist philosophy, and sociology of education. The conclusions identify key aspects of the device to mobilize formative dynamics: framing the pedagogical relationship and classification of the knowledge at stake, articulations between individual work, small group work, and the whole group, and plurality of voices, teacher feedback, and intersubjective encounters. They also reflect on the qualities of formative movements in reciprocal and diversified constitution and transformation. Finally, intersections are proposed between disciplinary and professional fields of origin, university teaching practices, and the pedagogical field, and challenges are outlined regarding the elucidation of the device with a horizon in the educational project.