Imitation-creation in the education process for teaching professional development

Abstract

This paper deals with a research carried out with Higher Education professors with the aim of systematizing formative processes that favor the teaching professional development, taking the historical-cultural theory as theoretical contribution. The theoretical-methodological procedure used was didactic-formative intervention with the combined use of questionnaires, interviews, observation of classes, analysis of documents and formative meetings. The analysis allowed us to conclude that the process of imitation-creation favors the teaching professional development. The theoretical foundations related to teaching make only sense for the professor in creations that help him/her to materialize the pedagogical practice, which contributes to his/her professional development. Therefore, education should provide opportunities for the construction of theoretical concepts experienced in pedagogical practice through teaching imitation-creation.