Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas

Detalhes bibliográficos
Autor(a) principal: Moreira, Jefferson da Silva
Data de Publicação: 2017
Outros Autores: Ribeiro, Marinalva Lopes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/2252
Resumo: This work presents the results of a qualitative research, which aimed to investigate professional knowledge mobilized by university teachers of engineering courses from a public university, in order to manage classroom dilemmas. Contributions from Bardin, Juarrero, Legendre, Nono, Mizukami, Shulman, among others, gave the theoretical background support to the data analysis. The data were collected through a questionnaire containing a teaching case, and through some questions answered by four teachers working on Computer Engineering, Food Engineering, and Civil Engineering courses. The results bring evidences that some of teacher’s dilemmas are related to the fact that sometimes they are not properly prepared to their classes, to dealing with professional ethical issues, and classroom plagiarism. While talking about professional knowledge, teachers emphasize the specific content, pedagogy, and didactics, besides the affective dimension. As source of knowledge, they point out the teaching internship, and partnership learning.
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spelling Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmasConhecimentos profissionais mobilizados por professores engenheiros para gerir dilemas da prática pedagógicaDocência universitáriaDilemas profissionaisFormação de professoresCasos de ensinoUniversity teachingProfessional dilemmaTeacher trainingTeaching casesThis work presents the results of a qualitative research, which aimed to investigate professional knowledge mobilized by university teachers of engineering courses from a public university, in order to manage classroom dilemmas. Contributions from Bardin, Juarrero, Legendre, Nono, Mizukami, Shulman, among others, gave the theoretical background support to the data analysis. The data were collected through a questionnaire containing a teaching case, and through some questions answered by four teachers working on Computer Engineering, Food Engineering, and Civil Engineering courses. The results bring evidences that some of teacher’s dilemmas are related to the fact that sometimes they are not properly prepared to their classes, to dealing with professional ethical issues, and classroom plagiarism. While talking about professional knowledge, teachers emphasize the specific content, pedagogy, and didactics, besides the affective dimension. As source of knowledge, they point out the teaching internship, and partnership learning.O texto apresenta resultados de pesquisa qualitativa que objetivou investigar quais são os conhecimentos profissionais mobilizados por professores universitários de cursos de Engenharia de uma universidade pública, para gerir dilemas da sala de aula. Contribuições de Bardin, Juarrero, Legendre, Nono, Mizukami e Shulman, dentre outros, deram sustentação teórica à análise dos dados coletados por meio de um questionário que continha um caso de ensino seguido de questões, que foram analisadas por quatro docentes de Engenharia da Computação, Engenharia de Alimentos e Engenharia Civil. Os resultados evidenciam, como dilema dos professores, o fato de nem sempre se prepararem adequadamente para as aulas e de terem de lidar com as questões éticas da profissão e com o plágio em sala de aula. No que tange aos conhecimentos profissionais, os professores enfatizaram os conhecimentos do conteúdo específico, os pedagógicos do conteúdo e os didáticos, além daqueles relacionados à dimensão afetiva. Como fontes de conhecimentos, destacaram o estágio em docência e a aprendizagem com os pares.Universidade Federal de Minas Gerais2017-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/225210.35699/2237-5864.2017.2252Revista Docência do Ensino Superior; Vol. 7 No. 1 (2017); 124-141Revista Docência do Ensino Superior; Vol. 7 Núm. 1 (2017); 124-141Revista Docência do Ensino Superior; v. 7 n. 1 (2017); 124-1412237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/2252/1414Copyright (c) 2017 Marinalva Lopes Ribeiro, Jefferson da Silva Moreirainfo:eu-repo/semantics/openAccessMoreira, Jefferson da SilvaRibeiro, Marinalva Lopes2020-05-19T18:06:57Zoai:periodicos.ufmg.br:article/2252Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2020-05-19T18:06:57Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
Conhecimentos profissionais mobilizados por professores engenheiros para gerir dilemas da prática pedagógica
title Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
spellingShingle Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
Moreira, Jefferson da Silva
Docência universitária
Dilemas profissionais
Formação de professores
Casos de ensino
University teaching
Professional dilemma
Teacher training
Teaching cases
title_short Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
title_full Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
title_fullStr Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
title_full_unstemmed Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
title_sort Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
author Moreira, Jefferson da Silva
author_facet Moreira, Jefferson da Silva
Ribeiro, Marinalva Lopes
author_role author
author2 Ribeiro, Marinalva Lopes
author2_role author
dc.contributor.author.fl_str_mv Moreira, Jefferson da Silva
Ribeiro, Marinalva Lopes
dc.subject.por.fl_str_mv Docência universitária
Dilemas profissionais
Formação de professores
Casos de ensino
University teaching
Professional dilemma
Teacher training
Teaching cases
topic Docência universitária
Dilemas profissionais
Formação de professores
Casos de ensino
University teaching
Professional dilemma
Teacher training
Teaching cases
description This work presents the results of a qualitative research, which aimed to investigate professional knowledge mobilized by university teachers of engineering courses from a public university, in order to manage classroom dilemmas. Contributions from Bardin, Juarrero, Legendre, Nono, Mizukami, Shulman, among others, gave the theoretical background support to the data analysis. The data were collected through a questionnaire containing a teaching case, and through some questions answered by four teachers working on Computer Engineering, Food Engineering, and Civil Engineering courses. The results bring evidences that some of teacher’s dilemmas are related to the fact that sometimes they are not properly prepared to their classes, to dealing with professional ethical issues, and classroom plagiarism. While talking about professional knowledge, teachers emphasize the specific content, pedagogy, and didactics, besides the affective dimension. As source of knowledge, they point out the teaching internship, and partnership learning.
publishDate 2017
dc.date.none.fl_str_mv 2017-06-30
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://periodicos.ufmg.br/index.php/rdes/article/view/2252
10.35699/2237-5864.2017.2252
url https://periodicos.ufmg.br/index.php/rdes/article/view/2252
identifier_str_mv 10.35699/2237-5864.2017.2252
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2252/1414
dc.rights.driver.fl_str_mv Copyright (c) 2017 Marinalva Lopes Ribeiro, Jefferson da Silva Moreira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Marinalva Lopes Ribeiro, Jefferson da Silva Moreira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 7 No. 1 (2017); 124-141
Revista Docência do Ensino Superior; Vol. 7 Núm. 1 (2017); 124-141
Revista Docência do Ensino Superior; v. 7 n. 1 (2017); 124-141
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
_version_ 1797174637009829888

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