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Förskollärares upplevelser av sitt bästa professionsjag bottnar i en förståelse för förskollärareuppdraget. Detta uppdrag omformas ständigt utifrån olika samhälleliga diskurser och styrdokument. Syftet med studien är att skaffa kunskap om på vilka sätt förskollärares professionella kompetens uttrycks i förskolan, samt vilka kunskaper förskollärare använder och relaterar till i möten med barn i förskolan. Genom kvalitativa semistrukturerade samtalsintervjuer undersöks på vilket sätt sex förskollärare formulerar kunskap som framstår som central i upplevda lyckade möten med barn i förskolan. Empirin består av fyra timmar och fem minuters inspelade och transkriberade intervjuer. Analysen är i det första skedet induktiv men övergår till att bli abduktiv. Det teoretiska ramverket består av Grimens (2008) professionsteorier, Aspelin och Perssons (2011) begreppspar sam-varo och sam-verkan samt Illeris (2015) komplexa lärmodell. Studien visar att det är i sam-varon och sam-verkan som förskolläraren upplever sitt bästa professionsjag. / Preschool teachers' experiences of their best professional self are based on an understanding of the preschool teacher assignment. This assignment is constantly being reformed based on different social discourses and control curriculum. The purpose of the study is to acquire knowledge of how pre-school teachers' professional competence is expressed in a preschool context. Which knowledge preschool teachers use and relate to in meetings with children at preschools. Through qualitative semi-structured interviews, the study examines how six preschool teachers formulate knowledge that appears to be central in successful interactions with children at preschools. The material consists of four hours and five minutes’ recorded and transcribed interviews. The analysis is, in the first stage, inductive but turns into being abductive. The theoretical framework consists of Grimens (2008) professional theories, Aspelin and Persson's (2011) conceptual pairs of co-being and co-operation and Illeris (2015) complex learning model. The study shows that it is in co-being and co-operation that the preschool teacher experiences his best professional self.

Faute de connaissances épistémologiques et socio-historiques au sujet du concept de mole et d’une transposition didactique pertinente de ce concept dans les manuels scolaires, les enseignants ne disposent pas des moyens nécessaires pour que leur enseignement soit aussi efficace qu’ils le souhaiteraient. Plusieurs recherches confirment que cet enseignement met habituellement l’accent sur l’aspect quantitatif de ce concept, néglige ses aspects qualitatifs et ne tient pas toujours compte des trois domaines du savoir en chimie : sous-microscopique, macroscopique et symbolique. L’évolution socio-historique de la mole est complexe. En 1900, Ostwald définit la mole comme étant une « masse normale ». En 1961, on reconnait la mole comme étant un concept pour compter les entités sous-microscopiques. En 1971, la mole devient l’unité de la « quantité de matière », sans toutefois que cela soit clairement mentionné dans la définition. Les diverses définitions qui se sont succédées laissent donc l’enseignant perplexe devant le choix d’une définition adéquate. De plus, les confusions linguistiques liées à l’apprentissage de la mole sont nombreuses, telles que des confusions phonétiques (mol et molécule), et des confusions symboliques (n, m, M, N. etc.). Un enseignement de la mole qui ne tient pas compte de ses aspects qualitatif et quantitatif, de l’évolution socio-historique du concept et d’un évitement des erreurs sémantiques risque de provoquer des obstacles didactiques chez les élèves. Par conséquent, l’objectif général de cette recherche de développement était d’étudier l’impact d’une formation portant sur le concept de mole donnée à des enseignants du secondaire sur l’évolution de leurs connaissances et compétences professionnelles et sur la réduction des obstacles didactiques chez les élèves. La formation a été planifiée selon un cycle de DBR (Design Based Research) qui comportait de nombreuses interactions entre l’étudiante-chercheure et les six enseignantes participantes d’une école du Liban. Ce cycle de DBR se subdivisait en cinq méso cycles dans chacun desquels l’étudiante-chercheure animait des activités de perfectionnement. Le premier mésocycleconsistait essentiellement en un microcycle d’analyse et d’exploration ; les 2e, 3e et 4e cycles comportent des microcycles de design et de conception de matériel didactique ainsi que des microcycles d’analyse, d’exploration, d’évaluation et de réflexion ; le dernier mésocycleconsistait surtout en un microcycle d’évaluation et d’exploration. Durant le premier méso cycle, l’analyse des données recueillies lors d’un groupe de discussion, d’une analyse de fiches de préparation et d’une évaluation diagnostique des apprentissages a confirmé la problématique décrite ci-dessus. Durant les trois méso cycles suivants (2e, 3e et 4e), un matériel didactique a été élaboré et mis à l’essai en classe. Chacun de ces méso cycles commençait par un retour réflexif des enseignantes ayant expérimenté le matériel didactique en classe. Par la suite, une activité de perfectionnement de synthèse était animée par l’étudiante-chercheure, une amélioration du matériel d’équipe était effectuée en équipe et une mise à l’essai par des enseignantes était réalisée en classe. Chaque mésocyclese terminait par une évaluation des résultats des élèves. Durant le dernier méso cycle, l’étudiante-chercheure a animé un groupe de discussion et des entretiens d’explicitation durant lequel les enseignantes participantes ont partagé leurs impressions au sujet des effets de la formation sur leur enseignement et sur les apprentissages des élèves. L’analyse et l’interprétation des résultats obtenus semblent montrer des effets positifs sur l’évolution des connaissances et des compétences professionnelles des enseignantes et sur la réduction des obstacles didactiques chez les élèves. Cette recherche présentait néanmoins d’assez nombreuses limites, notamment en raison du petit nombre d’enseignantes participantes. / In the absence of epistemological and socio-historical knowledge about the concept of mole and of a relevant didactic transposition of this concept in textbooks, teachers do not have the means to make their teaching as effective as they would like. Several studies confirm that this teaching usually emphasizes the quantitative aspect of this concept, neglects its qualitative aspects and does not always take into account the three areas of knowledge in chemistry: sub-microscopic, macroscopic and symbolic. The socio-historical evolution of the mole is complex. In 1900, Ostwald defined the mole as a "normal mass". In 1961, the mole was recognized as a concept for counting sub-microscopic entities. In 1971, the mole became the unit of the "quantity of substance", however without this being clearly mentioned in the definition. These various definitions leave the teacher puzzled and looking for an adequate definition. In addition, there are many linguistic confusions related to the learning of the mole, such as phonetic confusions (mol and molecule), and symbolic confusions (n, m, M, N, etc.). A teaching of the mole that does not take into account its qualitative and quantitative aspects, the socio-historical evolution of the concept and an avoidance of semantic errors may cause didactic obstacles for secondary school students. Therefore, the general objective of this development research was to study the impact of a training on the concept of mole given to secondary school teachers on the evolution of their professional knowledge and skills and on the reduction of didactic barriers in secondary school students. The training was planned according to a DBR (Design Based Research) cycle which involved numerous interactions between the student-researcher and the six participating teachers from a Lebanese school. This DBR cycle was subdivided into five meso-cycles in each of which the student-researcher conducted developmental activities. The first meso-cycle consisted essentially of a microcycle of analysis and exploration ; the 2nd, 3rd and 4th cycles include microcycles of design of didactic materials as well as microcycles of analysis and exploration, evaluation and reflection ; the last meso-cycle consisted mainly of a microcycle of evaluation and exploration. During the first meso-cycle, an analysis of the data collected during a focus group, an analysis of the preparation documents and a diagnostic assessment of learning confirmed the problem described above. During the following three meso-cycles (2nd, 3rd and 4th), a didactic material was developed and tested in class. Each of these meso-cycles began with a reflexive feedback from the teachers who had experienced the didactic material in class. Subsequently, a synthesis development activity was facilitated by the student-researcher, an improvement of the team material was carried out by the teachers and a test was conducted in class. Each meso-cycle ended with an assessment of the secondary school students’ achievement. During the last meso-cycle, the student-researcher facilitated a focus group and explanatory interviews during which the participating teachers shared their impressions about the effects of the training on their teaching and on student learning. The analysis and interpretation of the results obtained seem to show positive effects on the evolution of teachers' professional knowledge and skills and on the reduction of didactic obstacles for secondary school students. Nevertheless, this research had quite a few limitations, mainly because of the small number of participating teachers.

Den här uppsatsen behandlar inskolningen till VVS-montör och huvudfrågan som ställts är hur VVS-montörerna upplever att de tagit till sig de praktiska färdigheter och de teoretiska kunskaper som behövs till att bli certifierad VVS-montör och när de uppfattar att de kände yrkesidentitet. Metoden som använts är kvalitativ och i huvudsak induktiv. Det empiriska materialet baseras på semistrukturerade intervjuer med åtta nyligen certifierade VVS-montörer. Tidigare forskning har visat att det finns ett starkt fokus på att förmedla yrkesidentitet på yrkesutbildningar och att ett praktiskt yrke handlar om att lära sig en kultur lika mycket som att lära sig det praktiska yrket och att mycket av det som lärs ut är så kallad tyst kunskap. Denna uppsats pekar på att teori och praktik följs åt under utbildningens gång. För vissa personer behöver teorin komma först för att de lättare ska kunna ta till sig det praktiska och tvärt om. Vidare visade det sig att det var väldigt lite teoretisk undervisning under lärlingstiden och lärlingarna arbetar nästan uteslutande med den teoretiska instuderingen på egen hand under den perioden. Resultatet är relevant för att kunna förbättra utbildningen för praktiska utbildningar. Bland annat genom att bli bättre på att växla mellan teori och praktik under grundutbildningen men också genom att lägga in mer teoriutbildning i fortbildningstiden / This thesis deals with the training towards becoming a plumber and the main question that has been asked is how the plumbers feel that they have acquired the practical skills and theoretical knowledge needed to become a certified plumber and when they feel they identify with their profession. The method used is qualitative and essentially inductive. The empirical material is based on semi-structured interviews with eight newly certified plumbers. Previous research has shown that there is a strong focus on imparting professional identity in vocational education and that a practical profession is about learning a culture as much as learning the practical profession and that much of what is taught is so-called tacit knowledge. This essay points out that theory and practice go together during the education. For some people, the theory needs to come first for them to absorb more easily the practical and vice versa. Furthermore, it turned out that there was very little theoretical teaching during the apprenticeship and the apprentices work almost exclusively with the theoretical study on their own during that period. The result is relevant to be able to improve the training for practical educations. Among other things, by becoming better at switching between theory and practice during undergraduate training, but also by adding more theory training to the continuing education period. / <p>Godkänd 2023-02-28</p>

A Journey from the Wordless is a study of the development of the author’s own professional knowledge.  After an introductory chapter on theory and method, there are four chapters treating of the author`s academic training as an artist (Ch. 2), a presentation and analysis of his own exhibitions (Ch. 3), a chapter on a cooperative effort entitled Pompeii in Time and Space (Ch. 4), and a concluding discussion of the nature of personal knowledge (Ch. 5). Questions are addressed concerning artistic knowledge; how it is built and transferred and how it is developed and transformed. Since the author`s own professional knowledge is the object of the research, special perspectives on personal experience emerges that otherwise would be difficult to articulate. The thesis is also a contribution to the debate surrounding artistic research in the visual arts, focusing on the importance of reflection and analysis in art education and creative art work.

L'utilisation du jeu pour les apprentissages n'est pas une idée nouvelle. Cependant, l'étude de jeux à but éducatif montre que les concepteurs de jeux éprouvent des difficultés pour articuler didactique et ludique. C'est à ce niveau que se porte notre réflexion, particulièrement sur les conditions d'une articulation du ludique et du didactique lors du processus de conception d'une ressource. La prise en compte de cette articulation nous a conduit à introduire un nouveau terme jeu-situation désignant cet objet situé entre une situation didactique où les apprentissages sont prioritaires et un jeu où le ludique est prédominant. Notre travail se décompose en deux temps : la conception d'un jeu-situation numérique pour l'apprentissage de l'énumération à l'école maternelle d'une part et l'appropriation de cette ressource par des professeurs d'école maternelle d'autre part.La conception de la ressource repose sur différents cadres théoriques, notamment sur la théorie des situations didactiques. De plus, la conception associe la méthodologie d'ingénierie didactique et de Design-Based Research. Notre étude se poursuit par l'élaboration d'un modèle de conception d'un jeu-situation élaboré autour d'un processus fondamental qu'est l'intégration. Ce modèle est mis à l'épreuve lors de la conception du jeu-situation numérique " A la ferme " pour l'apprentissage de l'énumération à l'école maternelle.Nous abordons, dans un deuxième temps, l'appropriation de ce jeu-situation par des professeurs d'école maternelle. La conceptualisation de la notion d'appropriation s'appuie sur plusieurs domaines : celui de la psychologie de l'environnement et de gestion, celui de la didactique en convoquant notamment l'approche documentaire du didactique. Nous accordons aussi une place importante aux connaissances professionnelles des professeurs qui impactent les processus d'appropriation de ressources. Nous pouvons ainsi présenter un modèle théorique général du concept d'appropriation d'une nouvelle ressource que nous instancions à l'école maternelle et au numérique avec l'outil tablette tactile. L'appropriation est observée à travers trois regards : l'instrumentation, l'instrumentalisation et les orchestrations que nous lions aux connaissances professionnelles / The use of the game for learning is not a new idea. However, the study of educational purpose games shows that game designers have difficulty articulating didactic and ludic. It is at this level that our thinking is focused, especially on the conditions of articulating ludic and didactic during the process of designing a resource. Taking into account this articulation led us to introduce a new term game-situation for this object between a didactic situation where learning is a priority and a game where the ludic is predominant. Our work is divided into two stages: the conception of a digital game-situation for the learning of enumeration skills in the kindergarten on the one hand and the appropriation of this resource by kindergarten teachers, on the other hand. The design of the resource is based on various theoretical frameworks, notably on the theory of didactic situations. In addition, the design combines didactic engineering methodology with Design-Based Research. Our study continues with the development of a model of a game-situation concept based on a fundamental process of integration. This model is tested in the design of the digital game-situation "On the farm" for the learning of enumeration skills in kindergarten. In a second step, we deal with the appropriation of this game-situation by kindergarten teachers. The conceptualisation of the appropriation notion is based on several domains: social and management sciences, didactics by convening in particular the documentary approach to didactics. We also place an emphasis on the professional knowledge of teachers who impact on the processes of resource appropriation. We can thus present a general theoretical model of the concept of appropriation of a new resource that we instantiate in the kindergarten and the digital with the tactile tablet tool. The appropriation is observed through three perspectives: instrumentation, instrumentalization and orchestrations that we link to professional knowledge

Esta pesquisa tem por base a observação da realidade da sala de aula de quatro professoras dos anos iniciais (duas brasileiras e duas portuguesas), sendo seu objetivo investigar possíveis influências no seu desenvolvimento profissional a partir de sua participação num programa de formação contínua em Matemática o Pró-Letramento Matemática, no Brasil; e o Programa de Formação Contínua em Matemática para Professores dos 1.º e 2.º ciclos, em Portugal. Considerando as concepções e dinâmicas de formação dos professores de matemática desses países, tem-se por hipótese que os trabalhos conjuntos criados nos ciclos de conhecimento e a troca de ideias interpretadas em contextos colaborativos podem ser geradores de práticas profissionais transformadoras. A análise tem como referencial teórico a formação contínua de professores e o desenvolvimento profissional docente, o conhecimento profissional do professor, e as práticas letivas dos professores em matemática. Em termos metodológicos o estudo realiza uma abordagem qualitativa de natureza interpretativa, incluindo quatro estudos de caso, cujos instrumentos se pautam em entrevistas, questionários, observação de aulas, notas de campo e a análise documental dos materiais e planos de aula produzidos pelas docentes durante e após o curso, além dos documentos legais relativos aos processos de formação nos dois países. Os resultados evidenciam que os programas em causa contribuíram de forma significativa e diferenciada para o desenvolvimento profissional de cada uma das professoras analisadas, destacando-se três mudanças importantes nas suas práticas letivas: (i) o modo como passaram a explorar a apresentação e a resolução das tarefas atentando para o respectivo grau de desafio, (ii) a valorização da comunicação matemática por meio do estabelecimento constante de questionamentos, e (iii) a organização dos alunos na sala de aula. Contudo, sugere-se que cursos dessa natureza devem valorizar a planificação das aulas e procurar modos práticos de auxiliar o professor nesse processo. / This research is based on observing the classroom reality of four teachers of early years (two Brazilian and two Portuguese). Its aim is to investigate possible influences on teachers professional development from their participation in an in-service teacher education program in mathematics Mathematical Pro-Literacy in Brazil; and In-service Teacher Education Programme for Mathematics Teachers of the First and Second Cycles, in Portugal. Considering the conceptions and teacher education dynamics for mathematics teachers in these countries, it is conjectured that the joint work created in the cycles of knowledge and the exchange of ideas interpreted in collaborative contexts can be generators of transformative professional practices. The analysis has as its theoretical frame in the in-service education of teachers and teacher professional development, teacher professional knowledge, and mathematics teachers teaching practice. In methodological terms, the study follows a qualitative and interpretative approach, including four case studies, whose data collection instruments are interviews, questionnaires, classroom observations, field notes, and document analysis of materials and lesson plans produced by teachers during and after the course, in addition to the legal documents related to teacher education processes in both countries. The results show that the programs contributed in a significant and differentiated way for the professional development of all teachers analyzed, highlighting three important changes in their teaching practice: (i) how they began to explore the explanation and solution of tasks paying attention to their degree of challenge, (ii) the appreciation of mathematical communication through the establishment of constant questioning, and (iii) the organization of the students in the classroom. However, it is suggested that such courses should enhance the attention to lesson planning and look for practical ways to help teachers in this process.

La réforme curriculaire que le Burundi a initié dans l’enseignement de base et secondaire, appelle des pratiques auxquelles certains enseignants n’ont pas initialement été formés. Dans notre étude, nous nous intéressons à l’enseignement des mathématiques au 4ème cycle de l’École Fondamentale. Pour aider les enseignants ayant une diversité de profil de formation initiale à la mise en œuvre de ce changement curriculaire, des formations continues obligatoires sont organisées pendant les vacances scolaires. Notre objectif est d’explorer la manière dont les enseignants mobilisent leurs connaissances pour mettre en œuvre le curriculum de mathématiques prévu, et d’analyser les besoins liés à leurs pratiques afin de contribuer à l’amélioration de la professionnalisation de la formation initiale et continue des enseignants prestant audit cycle. Les résultats obtenus en effectuant une analyse de contenu qualitative des données issues des entretiens conduits auprès de 20 enseignants et untraitement statistique avec le logiciel SPSS des données issues du questionnaire écrit, adressé à 105 enseignants, sont concordants. Les enseignants ont tendance à suivre les prescriptions du curriculum consignées dans le guide de l’enseignant jugé bien construit mais qui n’est pas de nature à favoriser le travail réflexif des enseignants. Ceux ayant été formés à l’enseignement des mathématiques s’appuient notamment sur des connaissances didactiques et pédagogiques acquises en formation initiale alors que les autres exploitent leur expérience dans l’enseignement. Les formations continues organisées nesemblent pas rencontrer les attentes des enseignants au regard de leur durée courte, des contenus n’ayant pas spécifiquement trait aux mathématiques et des formateurs disciplinairement incompétents.Pour améliorer la professionnalisation des formations, il faudrait que les institutions de formationinitiale des enseignants se réfèrent aux compétences disciplinaires, didactiques et pédagogiquesnécessaires à la mise en œuvre du curriculum d’enseignement actuel. Une réflexion doit être engagéeautour des connaissances professionnelles devant faire l’objet d’une formation initiale et sur lamanière de les enseigner. Les formations continues dont la durée serait allongée, devraient porter surles contenus et les pratiques spécifiques prévues dans le curriculum, et assurées par des formateurschoisis pour leurs compétences. / The curriculum reform that Burundi has initiated in basic and secondary schools calls for teaching practices to which some teachers were not initially trained. In our study, we are interested in teaching mathematics in the 4th cycle of the fundamental school. To help teachers caracterized by a variety of initial training profiles to implement this curriculum change, in-service teacher training for all teachers is provided during the school holidays. Our goal is to explore how teachers are using theirknowledge to implement the expected mathematics curriculum, and to analyze the needs related to their practices in order to improve the professionalization of initial and continuing education of teachers who teach in that cycle. The results obtained by performing a qualitative content analysis of data from the interviews conducted with 20 teachers and a statistical treatment with the SPSS software of data from the written questionnaire, sent to 105 teachers, are consistent. Teachers tend to follow thecurriculum prescriptions in the teacher's guide, which is considered as well constructed but is not likely to favor the reflexive work of teachers. Teachers who have been trained in mathematics teaching, rely on didactic and pedagogical knowledge acquired in initial training while the others exploit their experience in teaching. Continuing training do not match the expectations of teachers because of the short duration, the non-mathematical content and the disciplinary incompetence of the trainers. In order to improve the professionalization of training courses, initial teacher training institutions should refer to the subject-specific teaching, teaching and teaching skills needed to implement the current teaching curriculum. A reflection must be undertaken on the professional knowledge that should be the subject of initial training and on how to teach it. Continuing education should be organized on the basis of a prior analysis of the real needs of teachers. These continuing education and training which should be longer than usual should focus on the specific content and practices provided for in the curriculum, and provided by trainers chosen for their skills.

Made available in DSpace on 2016-04-28T20:56:21Z (GMT). No. of bitstreams: 1 Nayana Cristina Gomes Teles.pdf: 484982 bytes, checksum: ace7aa1d034aa4a773db79cfe9b48a59 (MD5) Previous issue date: 2010-12-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main focus of this research is the discussion on the training process of the dual degree students in science, mathematics-physics, chemistry-biology. These courses, which keep many specificities, are part of an innovative and recent experience of some universities in the North Region of the country. The goal was to analyze the extent to which future graduates in science are being prepared to meet the needs of teachers in primary school. The methodology involved interviews with four teacher educators, questionnaires with a hundred and fifty students of these courses, and analysis of pedagogical projects of a university in the Northern Region. In addition, five teachers were interviewed and the principal of a primary school (5th to 8th year) school, in the city where the university is located, because it was believed necessary to hear from the schools themselves what knowledge, skills and competencies were considered mandatory for their future teachers. The theoretical references of this research focused on the contributions of Tardif (2007), Shulman, Garcia (1999, 2009) and Roldão (2005, 2007). The findings of this study provide the knowledge, skills and competencies that emerged from the discourse of our subjects, disciplinary or curriculum knowledge, content teaching knowledge, experience knowledge, general knowledge and other scientific fields, knowledge of context and educational purposes, pedagogical and professional knowledge. Identifying the different teaching professional knowledge is an important resource for new proposals from the initial training courses, since it provides guides on what we think is necessary for the future teacher to develop this first stage of training / O foco desta pesquisa inscreve-se nas discussões acerca do processo de formação dos alunos dos cursos de licenciatura dupla em ciências: Matemática-Física, Química- Biologia. Estes cursos, que guardam inúmeras especificidades, fazem parte de uma experiência recente e inovadora de algumas universidades da região Norte do país. Nosso objetivo foi analisar em que medida os futuros licenciados em Ciências estão sendo preparados para atender as necessidades da docência na escola básica. A metodologia envolveu entrevistas com quatro professores formadores, questionários com cento e cinquenta estudantes destas licenciaturas, e análise dos Projetos Pedagógicos de uma universidade da região Norte. Além disso, foram entrevistados cinco professores e a diretora de uma escola de ensino médio, do município em que está situada a universidade, pois julgamos que era preciso ouvir das próprias escolas quais conhecimentos, habilidades e competências julgavam ser necessárias aos seus fututros professores. O referencial teórico desta pesquisa centrou-se nas contribuições de Tardif (2007), Shulman , Garcia (1999, 2009) e Roldão (2005, 2007). As conclusões deste estudo trazem os conhecimentos, habilidades e competências que emergiram do discurso de nossos sujeitos: saberes disciplinares ou curriculares, conhecimento didático do conteúdo, saberes da experiência, conhecimentos gerais e de outros campos científicos, conhecimento do contexto e das finalidades educativas, saberes pedagógicos e profissionais. Acreditamos que identificar os diferentes conhecimentos profissionais docentes é um recurso importante para novas propostas dos cursos de formação inicial, pois fornece indicativos para pensarmos o que é necessário que o licenciando desenvolva nesta primeira etapa de formação profissional

Made available in DSpace on 2016-04-28T20:57:13Z (GMT). No. of bitstreams: 1 Amali.pdf: 1506922 bytes, checksum: fc37125ff5bb3644eeac8b790e5a0749 (MD5) Previous issue date: 2007-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study it establishes as main focus of inquiry the professional knowledge that establish the pedagogical practice of teachers who works teaching in superior education. Consequently, the studies developed around the type and of the nature of the knowledge that are in the base of performance of the professor acquire basic importance for the development of this inquiry, in special the works of Shulman (1986, 1987, 1996) and of its collaborators, regarding the types of professional knowledge and forms of pedagogical reasoning; of Placco (2006) and Tardif, Lessard and Lahaye (1991) in relation to knowing them of tecahing; beyond Tardif (2002), on the sources of acquisition of knowing professors to them, relating them with its ways of integration in the teaching work. With different theoretical-methodology perspectives, these inquiries detach the character of continuity of the teaching professional development; they face the professor as professional capable to recognize and to decide questions of its practical professional, constructing, reconstructing, organizing and using specific knowledge of teathing. When searching in pertinent literature the instrument that could be used in the inquiry of the professional knowledge of university professors, we find the studies developed for Nineth (2001, 2005), Mizukami (2000, 2002), Merseth (1996), Shulman, L. (1986, 1987), amongst others, concerning the nature of the teaching knowledge. Such studies focus education cases as basic instruments for the inquiry of the processes of teaching professional development, amongst other possibilities of use. In this inquiry we look for to apprehend which the professional knowledge that base practical the pedagogical professor can if evidenced for professors of superior education, by means of education cases. For its accomplishment, in period 2005/2006, four university professors had analyzed education cases that contemplated pertaining to school situations faced by different professors of superior education and had elaborated a case of education from the experiences lived in superior education. In general way, the strategies of analysis and elaboration of education cases had allowed to apprehend to know of the teaching and its sources to them, as well as different types of knowledge that are in the base of its professional performance and its processes of pedagogical reasoning. They had evidenced doubts, reasons, conflicts that guide and characterize its practical professionals. They showed involved processes of reflection in the education of the professors and had ahead stimulated its reflexive position of the pertaining to school situations. They had shown the complexity that characterizes the teaching in superior education, and they had evidenced that the use of education cases if constituted in important strategy of inquiry to promote processes of professional development / Este estudo estabelece como foco principal de investigação os conhecimentos profissionais que fundamentam a prática pedagógica de professores que exercem a docência no ensino superior. Conseqüentemente, os estudos desenvolvidos em torno do tipo e da natureza dos conhecimentos que estão na base de atuação do professor adquirem importância fundamental para o desenvolvimento desta investigação, em especial os trabalhos de Shulman (1986, 1987, 1996) e de seus colaboradores, a respeito da tipologia de conhecimentos profissionais e formas de raciocínio pedagógico; os de Placco (2006) e Tardif, Lessard e Lahaye (1991) em relação aos saberes da docência; além de Tardif (2002), sobre as fontes de aquisição dos saberes docentes, relacionando-os com seus modos de integração no trabalho docente. Com diferentes perspectivas teórico-metodológicas, essas investigações destacam o caráter de continuidade do desenvolvimento profissional docente; encaram o professor como profissional capaz de reconhecer e resolver questões de sua prática profissional, construindo, reconstruindo, organizando e utilizando conhecimentos específicos da docência. Ao buscar na literatura pertinente o instrumento que poderia ser utilizado na investigação dos conhecimentos profissionais de professores universitários, encontramos os estudos desenvolvidos por Nono (2001, 2005), Mizukami (2000, 2002), Merseth (1996), Shulman, L. (1986, 1987), dentre outros, acerca da natureza do conhecimento docente. Tais estudos focalizam casos de ensino como instrumentos fundamentais para a investigação dos processos de desenvolvimento profissional docente, dentre outras possibilidades de utilização. Nesta investigação procuramos apreender quais os conhecimentos profissionais que fundamentam a prática pedagógica docente podem se evidenciados por professores de ensino superior, por meio de casos de ensino. Para a sua realização, no período 2005/2006, quatro professores universitários analisaram casos de ensino que contemplavam situações escolares enfrentadas por diferentes professores de ensino superior e elaboraram um caso de ensino a partir das experiências vividas no ensino superior. De modo geral, as estratégias de análise e de elaboração de casos de ensino permitiram apreender os saberes da docência e suas fontes, bem como diferentes tipos de conhecimentos que estão na base de sua atuação profissional e seus processos de raciocínio pedagógico. Evidenciaram dúvidas, certezas, conflitos que orientam e caracterizam suas práticas profissionais. Explicitaram processos de reflexão envolvidos no ensino dos professores e estimularam sua postura reflexiva diante das situações escolares. Explicitaram a complexidade que caracteriza a docência no ensino superior, e evidenciaram que o uso de casos de ensino se constituiu em importante estratégia de investigação para promover processos de desenvolvimento profissional