The paper presents results of a research study related to higher education teaching and pedagogical development. Its objective is to contribute to the development process of teachers who act in higher education, by gathering subsidies for the elaboration of institutional programs. The methodological option was based on the qualitative approach, of an exploratory-descriptive nature; a questionnaire was the data collection instrument, administered to teachers and students from undergraduate courses. The results indicate that the construction of the higher education teaching and the good learning process require institutional, pedagogical and administrative investments, as well as material; the higher education teaching career demands institutional proposals and initiatives which can alter teaching and learning dimensions with a technical-pedagogical support; the quality of education must surpass the one-sidedness of research as instrumentalization for the teaching action; the institutional possibilities and limits reflect choices of professionalization and allow the mapping of epistemological teaching bases in the higher education field.
Teacher education; Faculty; Higher education; Professional practice