Active methodologies

the evidence of continued teaching training in higher education

Abstract

This study aimed to analyze the contributions of continuing teacher education in the use of active methodologies with undergraduate students. To achieve this objective, the theoretical construct about continuing education, teaching at universities and active methodologies was referenced in Gatti, Veiga, Lucarelli, Freire, Zabalza, Cerdeiriña, Masetto, among others. The empirical construct, within the qualitative approach, was constructed through two ways of data collection: interview with four professors; and four groups with 28 undergraduates, using the assumptions of Discursive Textual Analysis and NVivo software to analyze the data. Results point the main advances in the use of active methodologies in class: many teachers/professors have used the active methodologies, students are satisfied with active methodologies classes, the classes have had more planning and organization, a better relationship between teacher and student have been established, there is active learner attitude, participation, interest, dialogue, collaborative work and learning in class. Some challenges were also highlighted: how teachers understand the way students learn, how to develop collective planning, and how to deal with inappropriate material, initial resistance of students, time required for learning and little contribution of students in the construction of classes.