Abstract:
The objective of this study was to understand the historical context and the work done by pedagogical assistance in the training of university teachers in Argentina. The approach was qualitative and the procedures used were a document analysis and a semi-structured interview. The locus was two national Argentine universities and the subjects were the pedagogical advisors of the institutions. The study showed that despite the legal guarantee, whether or not there was advice and the degree of autonomy in the labor development depend on the level of importance attributed by managers. There is recognition of the work accomplished, mainly by the training projects members. Although the existence of advisors in the organizational structure can be considered a breakthrough, advisors do not occupy gazetted positions, generating a lot of instability. Similarly, they point out the difficulty of systematizing their knowledge by lack of time, which must be overcome given the importance of their work.
Keywords:
educational assistance; university; teacher training; higher education.