Contributions to the understanding of pedagogical practices in higher education - an exploratory study on the self-perc

• Autor(a) principal: Melo, Ana Luísa C. Fernandes de Ataíde e
• Data de Publicação: 2012
• Outros Autores: Alves, José Matias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2012.3378

This article summarizes a case study which aimed to know the representations that a group of university teachers have of their own teaching practices. The specific objectives were: to know how university teachers see their practices; to establish whether their view of their practices is in accordance with Zabalza’s (2008) teaching code for quality university teaching; to know these teachers’ opinions about the importance of a set of teaching and didactic procedures recommended for quality teaching and about other aspects relating to the teaching profession. The literature we analysed allowed us to put into context the University and the challenges it faces, particularly as concerns the teaching guidelines resulting from the implementation of the Bologna Process. Here, we highlight Miguel Ángel Zabalza’s proposal for quality university teaching, which was the core reference in our empirical research. We also studied the teaching profession, in its development and dimensions. Our empirical study, which was carried out at a university, was an exploratory case study using descriptive statistical methodology. After analysing and discussing the data, we concluded that teachers verbalised a positive self-perception of their teaching practices. With this study, we believe to have contributed to reflection on a rather complex area. We are aware that a triangulation research method would be able to come closer to the real situation, and that should be the focus of future research into this field.