The formative potential of narrative research in the continuing education of university teacher

Abstract

Reflection on the experience in the continuing education of teachers entering higher education and narrative research constitute the priority focus of discussion of this investigation. Faced with an obscure and omissive educational policy, higher education suffers from the entrepreneurship that has guided educational systems on a global scale, which reverberates in the institutionalization of training programs aimed at university teachers. Considering the scenario of institutionalization of training actions, we question what is the training potential of narrative research in the continuing education of university teachers? Thus, our objective was to reflect on the role of narrative research in the continued training of university professors, analyzing its training potential in accessing the knowledge, needs and experiences of the professors involved. Taking narrative research as a phenomenon and investigative method, we contributed narratives from university professors from the Brazilian and Spanish scenarios, who highlighted, through reflection on their experiences, the potential of narrative research in the continued training of university professors and allowed us to conclude that this a unique and necessary training and emancipatory possibility to guide institutionalized training programs aimed at university teachers.