Necessary knowledge to the teaching practice in higher education

the perspectives of bachelor courses professors

Authors

DOI:

https://doi.org/10.35699/2237-5864.2015.2051

Keywords:

Teaching knowledge, Teaching in higher education, Professionalism

Abstract

This paper presents the results of a research that focuses on the articulation of the teaching experience with the teaching skills of bachelor courses professors in higher education, considering its implementation in the professional practice of the respondents. The courses involved in the research are: Business Administration, Account Sciences, Communication and Information System; all of them from a private institution in Ceará. The aim of the research was to discuss about the teaching and professional knowledge of higher education professors who do not hold a formal degree in Pedagogy (Education) and their perceptions on the necessary knowledge for the teaching practice. Based on the qualitative approach and using the collaborative research as a teaching training tool, formal interviews and meetings were performed. This text presents data collected through semi-structured interviews, pointing at the necessary knowledge for the teaching practice, under the investigated professors’ perspectives. This work highlights the combination of research and training as a mechanism of professional development for higher education professors. The analysis showed that the knowledge comes from personal, academic and professional experience and the mobilization of this knowledge is being built through experiences exchanges between the pairs and the students, indicating the effective professionalism as the knowledge inherent in the profession is rebuilt.

Downloads

Download data is not yet available.

Author Biography

Cecilia Rosa Lacerda, Universidade Estadual do Ceará (UECE), Fortaleza, CE, Brasil.

Doutora e mestra em Educação Brasileira pela Universidade Federal do Ceará (UFC). Especialista em Psicologia Educacional pela PUC Minas. Graduada em Pedagogia pelo Instituto Católico de Minas Gerais. Professora adjunta da Universidade Estadual do Ceará (UECE). Coordenadora de Gestão dos Processos Educacionais no Programa Institucional de Bolsa de Iniciação à Docência (Pibid) da UECE. Pesquisa nas áreas de docência do ensino superior, formação, prática de ensino e didática.

Downloads

Published

2016-01-07

How to Cite

LACERDA, C. R. Necessary knowledge to the teaching practice in higher education: the perspectives of bachelor courses professors. Revista Docência do Ensino Superior, Belo Horizonte, v. 5, n. 2, p. 79–100, 2016. DOI: 10.35699/2237-5864.2015.2051. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2051. Acesso em: 24 nov. 2024.

Issue

Vol. 5 No. 2 (2015)

Section

Article

License

Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.

Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

 

Open access policy:

Revista Docência do Ensino Superior  is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).