As concepções dos professores acerca da didática na prática docente
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2014
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Este trabalho analisa as concepções dos professores acerca da relevância da disciplina didática junto aos conteúdos específicos de cada área do conhecimento para o exercício da docência superior.Neste estudo a metodologia utilizada privilegiou a abordagem quantitativa e qualitativa com a utilização de entrevista semi- estruturada e questionário, envolvendo cinco docentes de uma instituição pública e cinco docentes de uma instituição privada e noventa e sete alunos do curso de pedagogia, sessenta e sete de instituição particular e trinta de instituição pública. A investigação teve como teóricos: Alarcão(2011,2002), Cunha (1989,1998,2004), Libâneo (1999,2005), Luckesi (1996), Masetto (2003,2005) entre outros. Os resultados apontam para a relevância do papel da didática na prática docente, sendo percebido pelo inquérito junto aos alunos e também ressaltado no discurso dos professores.
This study analyzes the concepts of teachers about the importance of teaching courses with the specific content of each area of knowledge for the exercise of college teaching. In this research the methodology favored the quantitative and qualitative approach from the use of semi-structured interview and survey questionnaire, involving five teachers of a public institution and five teachers of a private institution, and also ninety-seven students of pedagogy. Among them, sixty-seven were from a private institution and thirty from a public institution. The investigation studied theoreticians such as: Alarcão (2011, 2002), Cunha (1989, 1998, 2004), Libâneo (1999, 2005), Luckesi (1996), Masetto (2003, 2005) among others. The results point to the importance of teaching courses in teaching practices from the analysis of the survey answered by the students and also highlighted in the discourse of teachers.
This study analyzes the concepts of teachers about the importance of teaching courses with the specific content of each area of knowledge for the exercise of college teaching. In this research the methodology favored the quantitative and qualitative approach from the use of semi-structured interview and survey questionnaire, involving five teachers of a public institution and five teachers of a private institution, and also ninety-seven students of pedagogy. Among them, sixty-seven were from a private institution and thirty from a public institution. The investigation studied theoreticians such as: Alarcão (2011, 2002), Cunha (1989, 1998, 2004), Libâneo (1999, 2005), Luckesi (1996), Masetto (2003, 2005) among others. The results point to the importance of teaching courses in teaching practices from the analysis of the survey answered by the students and also highlighted in the discourse of teachers.
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Orientação: Maria das Graças Andrade Ataíde de Almeida
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, DIDÁTICA, DIDACTICS, ENSINO SUPERIOR, HIGHER EDUCATION, PRÁTICAS EDUCATIVAS, EDUCATIONAL PRACTICES, DOCÊNCIA, TEACHING