A aprendizagem da prática docente na Pós- Graduação em Administração

• Autor(a) principal: Santos, Gabriela Tavares dos
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/11653
• topic: Aprendizagem da prática docente; Saberes docentes na pós-graduação; Prática docente na pós-graduação em administração; Learning of the teaching practice; Teaching knowledge in postgraduate studies; Teaching practice in postgraduate studies in Administration; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

The general objective of this study was to analyze the learning of the teaching practice in the postgraduate studies in Administration in Brazil. To achieve this purpose, the following specific objectives were established: i) identify the different types of teaching knowledge; ii) Characterize the teaching practice; iii) map the constructs that guide learning; iv) Delimit a model to broaden the understanding about the learning of the teaching practice. To that end, a theoretical debate was carried out that involved the teaching knowledge, including the experience in its mobilization and insertion in the postgraduate studies in Administration and the process of teacher learning from the situated theory inserted in the field of experiential education. The methodological procedure involved a qualitative phase, through the accomplishment of 14 interviews and a quantitative one, with the application of a questionnaire resulting in 243 respondents. Discourse analysis (AD) was used for analyzing the data of the qualitative phase, in order to achieve objectives 1 and 2, helping on the construction of the scale. The scale contributed to the delimitation of constructs linked to the theme and served as the basis for the planning of the quantitative phase, which aimed at the achievement of objectives 3 and 4. The analysis of the second phase occurred from the exploratory factor analysis (EFA) and the use of the structural equation modeling (SEM). An abductive logic to understand the phenomenon was adopted to identify the constructs that integrate the practice was adopted and, with that, the learning process was analyzed. The results of the research reveal that the postgraduate teaching knowledge involves the educational process developed from the relationship with the mentor, who assumes a determining role and acts as a transforming agent. It also involves the ability to take initiative in the use of opportunities, socialization with participants, adaptation to new demands and internalization and mobilization of knowledge, behaviors, values and beliefs that prioritize research activities. The postgraduate teaching practice is characterized by the roles of teacher, mentor, academic manager, evaluator and researcher, which are supported by individual characteristics; for career guidance; involvement among peers and students; and, mainly, by a reference structure imposed by the institutional environment in which the publication of research is the main purpose of being and staying in it. From the data analysis of the two phases, it was possible to identify seven constructs that integrate the learning process of the teaching practice in the administration: academic career development, peer relationships, management of research practice, academic mentoring, academic activities, concern with learning and teaching practice. The articulation among these factors was consolidated from the model based on the SEM that served as a basis to describe how the teachers learn in the postgraduate course, since these elements are consolidated in the academic context. In face of this confrontation, teachers establish, in an experiential and situated way, ways of dealing with the elements revealed. We recommend studying the formation of teacher identity in postgraduate studies, the question of power and how it relates to the learning process, the alternative paths to the role of academic mentoring in the training of postgraduate students and the development of socio-emotional competencies in the teaching practice of postgraduate school.