Resumo

LOZANO, Eduardo; GIBELLI, Tatiana Inés  e  PINTOS, Juan Carlos. Motivaciones para iniciar una trayectoria de formación profesional en docencia universitaria. Perfiles educativos [online]. 2022, vol.44, n.178, pp.79-94.  Epub 08-Maio-2023. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2022.178.60552.

Based on the theoretical perspectives on the study of professional careers and their impact on the construction of professional teaching identities, the objective of this study is to describe and analyze the motivations exposed by a group of professors from the fields of natural and health sciences of the National University of Río Negro (Argentina) to explain their reasons for enrolling in a specialization in university teaching. The data was obtained from an initial survey and the development of indepth interviews. The recursive interaction between data and theoretical visions allowed the construction of a series of different categories to give meaning to the arguments put forward by the teachers, and to show a complex of extrinsic and achievement motivations, as well as social motivations and, to a lesser extent, intrinsic, in which the record of mobilizations generated from initiatives and/or projects at the institutional level is minimal.

Palavras-chave : Training trajectories; University teaching; Motivations; Multilevel analysis; Institutional contexts.