The Professional Development of Higher Education Teachers and Biographic Approaches in Education: a narrative review and emerging links

Abstract

This article aims to map the connections and the intertwining of academic production on biographical approaches in education and professional development of university professors. It is the result of a literature review research, specifically narrative review, on the production of these fields of investigation and institutional practices. The research and collaborative writing is the result of an inter-institutional post-doctoral internship between the Federal University of Rio Grande do Sul (UFRGS), the Federal University of Santa Maria (UFSM), and the Federal University of Southern Bahia (UFSB). After analyzing and reading the studies and academic production, significant works were selected and intertwined that dialogue about biographical approaches in education and teacher professional development. We point out some clues that emerge from the analytical work carried out in the dialogue and approximation between these themes. These clues outline trends that can foster and subsidize institutional policies of teacher training in Higher Education from the perspective of collaborative and reflective practices. They are: biographical teacher learning; autobiographical teacher reflexivity; collaborative and reflective learning and practices; self/heterobiography and professional development; self/eco/transformation of teachers. Thus, the study provided the configuration of an interactive georeferenced map in the form of a repository, which presents the scientific production for researchers, teachers and institutional managers. The production of this map consists of authors, institutional affiliation (university and research group) and works with the proposed themes.

Keywords: Biographical Approaches in Education. Teacher Professional Development. Teacher training. University education.