Cases of educational practice in the learning of university teachers

Vilma Geni Slomski, Jessica Barros Anastacio, Adriana Maria Procopio de Araujo, Valmor Slomski, Ronaldo Fróes de Carvalho

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.

Keywords


learning of university teachers; cases of educational practice; teaching knowledges; training of university teachers



DOI: https://doi.org/10.14507/epaa.28.5041

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM




Copyright (c) 2020 Vilma Geni Slomski, Jessica Anastacio, Adriana Maria Procopio de Araujo, Valmor Slomski, Ronaldo Fróes

Discussion




Contact EPAA//AAPE at Mary Lou Fulton Teachers College