Construcción del conocimiento didáctico del contenido y su transferencia a la práctica : retrato de un profesor universitario
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Data
2020
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University of Lusophone Humanities and Technology
Resumo
A profunda mudança que o ensino superior experimentou nos últimos tempos está a ter um impacto especial no processo de ensino e aprendizagem e na formação de professores universitários. O aparecimento de uma nova estrutura curricular, a proposta de novos métodos de ensino focados explicitamente na aprendizagem dos alunos e a nova concepção do trabalho dos professores emergentes após essas mudanças geram necessidades de natureza pedagógico didáticas que não têm paralelo na história recente de Universidades europeias. O estudo interuniversitário que apresentamos tem como objetivo geral mostrar e tornar visíveis as boas práticas de ensino que realmente se focalizam nos alunos e no processo de aprendizagem. A nossa abordagem metodológica é o corte fenomenológico, optando por um estudo de caso múltiplo. Como instrumentos de recolha de informações considerámos: observação não participante, entrevistas em profundidade (estimulação biográfica e de memória) e análise de material. O estudo de caso põe em evidencia que, a importância atribuída à componente teórica das disciplinas e a sua relação com a experiência na investigação, caracterizam a construção do conhecimento didáctico do conteúdo - Knowledge Didactic Knowledge (CDC), dando verdadeira forma e significado didáctico ao tema do ensino.
The great change that higher education has gone through in the last few years has had specific consequences for the teaching and learning processes, as well as for teacher training. The appearance of new curricular structures, the proposal of new methods of teaching centered explicitly on student learning, and the new understanding of the work of the professor who is emerging after these changes are generating certain educational and teaching demands which compare to nothing that has existed in the recent history of European universities. The interuniversity study that we present seeks to manifest and make visible those good practices with which professors focus on the student and their learning process. Our methodological approach is of the phenomenological type, and we have opted for a multiple case study. The observation of a non-participant, in-depth interviews (biological and memory stimulation) and material analysis were used in order to collect information. The case study that we will talk about provides evidence that the importance given to the disciplinary theory education, and its relationship with research experience characterize the construction of the Pedagogical Content Knowledge (PCK), and give true form and educational meaning to the subject of teaching.
The great change that higher education has gone through in the last few years has had specific consequences for the teaching and learning processes, as well as for teacher training. The appearance of new curricular structures, the proposal of new methods of teaching centered explicitly on student learning, and the new understanding of the work of the professor who is emerging after these changes are generating certain educational and teaching demands which compare to nothing that has existed in the recent history of European universities. The interuniversity study that we present seeks to manifest and make visible those good practices with which professors focus on the student and their learning process. Our methodological approach is of the phenomenological type, and we have opted for a multiple case study. The observation of a non-participant, in-depth interviews (biological and memory stimulation) and material analysis were used in order to collect information. The case study that we will talk about provides evidence that the importance given to the disciplinary theory education, and its relationship with research experience characterize the construction of the Pedagogical Content Knowledge (PCK), and give true form and educational meaning to the subject of teaching.
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EDUCAÇÃO, EDUCATION
Citação
Fernández Tilve, M D 2020, 'Construcción del conocimiento didáctico del contenido y su transferencia a la práctica : retrato de un profesor universitario', Revista Lusófona de Educação, vol. 45, no. 45, pp. 143-156. https://doi.org/10.24140/issn.1645-7250.rle45.10