Professional knowledge mobilized by teacher engineers in order to manage pedagogical practice dilemmas
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Data de Publicação: | 2017 |
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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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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 |