Librarians and Teachers

a synthesis of academic-professional trajectories

Abstract

It presents a summary of the research results on the academic-professional trajectories carried out by librarians who worked as teachers at FaBCI / FESPSP, throughout 2015. The mixed method is configured as the main methodological scope of the research. The sample space encompasses all librarians who acted as teachers at the institution, in 2015. It presents a summary of the results obtained: definition of gender and age group of participants, context of choice for the course of Library Science, year and Institution of training in Library Science, context of acting as a higher education teacher and its associated temporalities, academic training and investment in continuing education and, finally, experience in higher education and projection of future professional performance. It concludes that the insertion in teaching in Librarianship occurs, mainly, in three ways: through a personal choice, through an acceptance after directing the old teachers, or else, through an acceptance of opportunity after facing a personal dilemma. Lastly, it reiterates the importance of postgraduate courses aimed at education and the exercise of librarian practice for the composition of “making oneself” a teacher.