PIBID and PRP teacher educators and university teaching

challenges for professional development

Abstract

This article aims to problematize obstacles to the professional practice and development of area coordinators of the Institutional Program for Teaching Initiation Scholarships (PIBID) and supervising professors of the Pedagogical Residency Program within higher education teaching. This is a qualitative study with a bibliographic and documentary approach, based on an analytical excerpt from an integrative review conducted in the CAPES Theses and Dissertations Database and the CAPES Catalog, covering the period from 2009 to 2023, in which nine studies related exclusively to PIBID were identified. Although the review initially focused on identifying the contributions of these programs to teachers’ professional development, obstacles to the practice of these educators emerged in two of the studies. The data indicate that the lack of experience in basic education may hinder the implementation of program actions by coordinators at the university level, since such experience constitutes a relevant aspect for articulating PIBID with schools and university faculty. It was also observed that professors not affiliated with the field of education at the higher education level tend to adopt instrumental and technicist conceptions of Science teaching, centered on content mastery, which may compromise the formative process of scholarship students. It is therefore concluded that the lack of specific pedagogical training among these coordinators, who are responsible for initial teacher education, may undermine the quality of university teaching and the effectiveness of the program.