Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process

Detalhes bibliográficos
Autor(a) principal: Leal, Edvalda Araújo
Data de Publicação: 2024
Outros Autores: Lourenço, Roberta Ferreira, Araújo, Tamires Sousa
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Catarinense da Ciência Contábil (Online)
Texto Completo: https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475
Resumo: The present study aimed to identify the didactic-pedagogical competencies of Accounting faculty members and their intention to use educational technologies in the teaching-learning process. To achieve this, a descriptive study with a quantitative methodology was conducted, involving the administration of a questionnaire to a sample of 258 Accounting faculty members across Brazil. The study aimed to define respondent characteristics, quantify teaching competencies following Zabalza's (2003) framework, and measure the adoption of technologies in the teaching-learning process using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The data demonstrated that faculty members understand the functioning and importance of virtual learning environments, and they express interest in integrating technologies into the teaching process to improve outcomes. However, reports indicate that some educational institutions do not provide adequate support for the use of technological tools. These findings provide a foundation for academic administrators to assess the technical support and technological qualifications necessary to enhance faculty development and, consequently, education as a whole.
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spelling Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning processCompetências didático-pedagógicas dos docentes de Ciências Contábeis e a intenção e uso de tecnologias educacionais no processo de ensino-aprendizagem CompetênciasTecnologia EducacionalDocentesCompetenciesEducational TechnologyFaculty MembersThe present study aimed to identify the didactic-pedagogical competencies of Accounting faculty members and their intention to use educational technologies in the teaching-learning process. To achieve this, a descriptive study with a quantitative methodology was conducted, involving the administration of a questionnaire to a sample of 258 Accounting faculty members across Brazil. The study aimed to define respondent characteristics, quantify teaching competencies following Zabalza's (2003) framework, and measure the adoption of technologies in the teaching-learning process using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The data demonstrated that faculty members understand the functioning and importance of virtual learning environments, and they express interest in integrating technologies into the teaching process to improve outcomes. However, reports indicate that some educational institutions do not provide adequate support for the use of technological tools. These findings provide a foundation for academic administrators to assess the technical support and technological qualifications necessary to enhance faculty development and, consequently, education as a whole.O presente trabalho teve como objetivo identificar as competências didático-pedagógicas dos docentes de Ciências Contábeis e a intenção e uso de tecnologias educacionais no processo de ensino-aprendizagem. Para isso, desenvolveu-se um estudo de abordagem descritiva e metodologia quantitativa, com a aplicação de um questionário para uma amostra de 258 docentes de Ciências Contábeis, em todo Brasil, visando definir as características dos respondentes, quantificar as competências docentes seguindo o estudo de Zabalza (2003) e mensurar a adoção das tecnologias no processo de ensino-aprendizagem por meio do modelo da Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT). Os dados demonstraram que os docentes entendem o funcionamento do ambiente virtual de aprendizagem e importância dele e que possuem o interesse de inserir tecnologias no processo de ensino em busca de uma melhora nos resultados. Porém, os relatos indicam que algumas instituições de ensino não oferecem o suporte adequando para o uso de ferramentas tecnológicas. Os resultados servem como base para gestores acadêmicos avaliarem o suporte técnico e a qualificação tecnológica disponibilizados e necessários para aprimorar a formação docente e, consequentemente, a educação.  Conselho Regional de Contabilidade de Santa Catarina2024-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revista.crcsc.org.br/index.php/CRCSC/article/view/347510.16930/2237-766220243475Revista Catarinense da Ciência Contábil; Vol. 23 (2024): RCCC; e3475Revista Catarinense da Ciência Contábil; v. 23 (2024): RCCC; e34752237-76621808-378110.16930/2237-76622024reponame:Revista Catarinense da Ciência Contábil (Online)instname:Conselho Regional de Contabilidade de Santa Catarina (CRCSC)instacron:CRCSCporenghttps://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/2645https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/2646https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/264710.16930/2237-766220243475110.16930/2237-7662202434752Copyright (c) 2024 Revista Catarinense da Ciência Contábilhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLeal, Edvalda AraújoLourenço, Roberta FerreiraAraújo, Tamires Sousa2024-09-04T09:54:56Zoai:ojs.pkp.sfu.ca:article/3475Revistahttp://www.atena.org.br/revista/ojs-2.2.3-06/index.php/crcscPRIhttp://revista.crcsc.org.br/revista/ojs-2.2.3-06/index.php/CRCSC/oai||revista@crcsc.org.br2237-76621808-3781opendoar:2024-09-04T09:54:56Revista Catarinense da Ciência Contábil (Online) - Conselho Regional de Contabilidade de Santa Catarina (CRCSC)false
dc.title.none.fl_str_mv Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
Competências didático-pedagógicas dos docentes de Ciências Contábeis e a intenção e uso de tecnologias educacionais no processo de ensino-aprendizagem
title Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
spellingShingle Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
Leal, Edvalda Araújo
Competências
Tecnologia Educacional
Docentes
Competencies
Educational Technology
Faculty Members
title_short Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
title_full Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
title_fullStr Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
title_full_unstemmed Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
title_sort Pedagogical and didactic skills of accounting faculty members and the intention and use of educational technologies in the teaching-learning process
author Leal, Edvalda Araújo
author_facet Leal, Edvalda Araújo
Lourenço, Roberta Ferreira
Araújo, Tamires Sousa
author_role author
author2 Lourenço, Roberta Ferreira
Araújo, Tamires Sousa
author2_role author
author
dc.contributor.author.fl_str_mv Leal, Edvalda Araújo
Lourenço, Roberta Ferreira
Araújo, Tamires Sousa
dc.subject.por.fl_str_mv Competências
Tecnologia Educacional
Docentes
Competencies
Educational Technology
Faculty Members
topic Competências
Tecnologia Educacional
Docentes
Competencies
Educational Technology
Faculty Members
description The present study aimed to identify the didactic-pedagogical competencies of Accounting faculty members and their intention to use educational technologies in the teaching-learning process. To achieve this, a descriptive study with a quantitative methodology was conducted, involving the administration of a questionnaire to a sample of 258 Accounting faculty members across Brazil. The study aimed to define respondent characteristics, quantify teaching competencies following Zabalza's (2003) framework, and measure the adoption of technologies in the teaching-learning process using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The data demonstrated that faculty members understand the functioning and importance of virtual learning environments, and they express interest in integrating technologies into the teaching process to improve outcomes. However, reports indicate that some educational institutions do not provide adequate support for the use of technological tools. These findings provide a foundation for academic administrators to assess the technical support and technological qualifications necessary to enhance faculty development and, consequently, education as a whole.
publishDate 2024
dc.date.none.fl_str_mv 2024-07-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475
10.16930/2237-766220243475
url https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475
identifier_str_mv 10.16930/2237-766220243475
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/2645
https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/2646
https://revista.crcsc.org.br/index.php/CRCSC/article/view/3475/2647
10.16930/2237-7662202434751
10.16930/2237-7662202434752
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista Catarinense da Ciência Contábil
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista Catarinense da Ciência Contábil
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
dc.publisher.none.fl_str_mv Conselho Regional de Contabilidade de Santa Catarina
publisher.none.fl_str_mv Conselho Regional de Contabilidade de Santa Catarina
dc.source.none.fl_str_mv Revista Catarinense da Ciência Contábil; Vol. 23 (2024): RCCC; e3475
Revista Catarinense da Ciência Contábil; v. 23 (2024): RCCC; e3475
2237-7662
1808-3781
10.16930/2237-76622024
reponame:Revista Catarinense da Ciência Contábil (Online)
instname:Conselho Regional de Contabilidade de Santa Catarina (CRCSC)
instacron:CRCSC
instname_str Conselho Regional de Contabilidade de Santa Catarina (CRCSC)
instacron_str CRCSC
institution CRCSC
reponame_str Revista Catarinense da Ciência Contábil (Online)
collection Revista Catarinense da Ciência Contábil (Online)
repository.name.fl_str_mv Revista Catarinense da Ciência Contábil (Online) - Conselho Regional de Contabilidade de Santa Catarina (CRCSC)
repository.mail.fl_str_mv ||revista@crcsc.org.br
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