The Professional Trajectory of Engineers as Teachers: A Study in Engineering Education in Brazil and Portugal

Sandra Terezinha Urbanetz; Gustavo R. Alves

doi:10.3991/ijep.v16i2.60847

Authors

Sandra Terezinha Urbanetz Federal Institute of Paraná, Curitiba, Brazil https://orcid.org/0000-0003-0425-8538
Gustavo R. Alves Polytechnic of Porto, Porto, Portugal https://orcid.org/0000-0002-1244-8502

DOI:

https://doi.org/10.3991/ijep.v16i2.60847

Keywords:

teacher training, professional training, engineers, engineering education, engineer as teacher

Abstract

Research on teacher training in the field of engineering seeks to advance understanding of teacher training for engineering education. This topic remains essential given the growing demand for technical professionals. This paper summarizes research conducted since 2000 at four higher education institutions, two in Brazil and two in Portugal. Based on the following categories: Initial motivation; training trajectories and the presence or absence of pedagogical training; the need or otherwise for such training; difficulties faced and opportunities envisioned in teaching; and, finally, self-recognition of the “teacher being.” The paper seeks to analyze how engineering teachers are constituted. Interviews were conducted with teachers working in engineering programs, who indicate professional fulfillment as the main factor common to all.

Author Biography

Gustavo R. Alves, Polytechnic of Porto, Porto, Portugal

Gustavo R. Alves graduated in 1991 and obtained an MSc and a PhD in Computers and Electrical Engineering in 1995 and 1999, respectively, from the University of Porto, Portugal. He is with the Polytechnic of Porto - School of Engineering, since 1994. He was involved in several national and international R&D projects and has authored or co-authored +135 conference and journal papers with a referee process. His research interests include engineering education, remote labs, and design for debug&test.