Cases of educational practice in the learning of university teachers

Abstract

This research aimed to analyze the types of teaching knowledges that are present in cases of educational practice reported by teachers who work in undergraduate courses offered by business schools. An exploratory research with a qualitative approach was conducted, and the self-reports of cases were collected through in-depth interviews and analyzed through content analysis. The cases dealt with three types of problems/dilemmas that permeate the teaching-learning process: the use of technologies in education; teaching methods; and student behavior. It was found a set of knowledges and beliefs about the act of teaching and learning that seem to influence teachers positioning in teaching. Such knowledges proved to be plural and from different sources: disciplinary knowledges, curriculars, pedagogies, and professional and personal experiences. In facing conflicting situations, teachers mobilized and put into action knowledges, skills, beliefs and values, expressing them, recognizing them and trying to modify them to meet the demands and complexities of teaching. It was concluded that the cases of educational practice present an opportunity for the approximation of teaching knowledges and for a better understanding of the process of teaching and learning the profession.