Neither Traditional, Nor Protean: Teacher Career in Entrepreneurial Faculties

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Luciane Soares De Medeiros, J. Pauli, S. Gallon
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Abstract

The Brazilian educational sector has undergone sharp changes when the private sector began to contribute significantly to the expansion of the offer of higher education. The change in the regulatory framework contributed to the emergence of so-called Entrepreneurial Faculties (FEs), which, unlike universities, offered education without the obligation and actions in research and extension, changing the work structure and, consequently, the career. This study aims to understand the career orientation dilemmas experienced by professors of the EFs. The problematization was made from the theoretical framework that differentiates two types of career: traditional and Protean. A qualitative study was conducted with semi-structured interviews with teachers of these institutions, analyzed through content analysis. The results show that teachers seek to broaden the institutional bond for the development of their careers in the traditional sense but perceive little space for this in the Entrepreneurial Faculties, requiring a constant career reframing to adapt them to the reality of these organizations. The results show that the nature of the work relationship in Brazilian FEs follows a trend already pointed out in international studies on the negative effects of the work structure on the formation of the professors' identity and their satisfaction with the teaching career.
既不传统,也不多变:创业学院的教师职业
当私营部门开始为扩大提供高等教育作出重大贡献时,巴西的教育部门发生了急剧变化。管理框架的变化促成了所谓的创业学院的出现,这些学院与大学不同,提供教育,但没有研究和推广的义务和行动,改变了工作结构,从而改变了职业。本研究旨在了解教育学院教授面临的职业定位困境。问题化是从区分两种职业类型的理论框架出发的:传统的和多变的。本研究采用半结构化访谈的方式对这些院校的教师进行定性研究,并通过内容分析进行分析。结果表明,教师在传统意义上寻求扩大其职业发展的制度纽带,但在创业学院中发现这方面的空间很小,需要不断的职业重塑以使他们适应这些组织的现实。研究结果表明,巴西高校教师工作关系的性质遵循了国际研究中已经指出的趋势,即工作结构对教授身份的形成和他们对教学生涯的满意度的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
21.10%
发文量
33
审稿时长
12 weeks
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