Da formação à docência: um estudo em IESs mineiras

• Autor(a) principal: Valdisser, Cassio Raimundo
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/11971; https://doi.org/10.14393/ufu.di.2012.284
• topic: Atividades de aprendizagem; Competências; Docência; IESs; Learning activities; Competences; Teaching; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

Among the major changes that has affected the modern world, many of them arising from technological advances, have strongly influenced the educational field. Given this context, the education professionals working in administration have seen themselves forced to build capacity, so they can acquire and properly use the skills in the process of teacher training and then employing the teaching-learning methodologies that help improving the teaching of Directors. In this sense, the graduate programs have become responsible for training teachers to work in higher education, researchers and professionals who choose to act in non-academic market. However, there is strong evidence and incontrovertible evidence of little or no effective contribution to the training of teachers for these courses in the strict sense. Taken into account this context, the present study has as purpose to analyze whether the learning experiences developed in the courses of the Graduate Management strictly in IESs mining, specifically UFLA, UFU and UNIHORIZONTES, to enable graduates to develop knowledge and skills needed a professional who will act in the teaching of Directors and how they use these skills to teach. The specific objectives presented in the study also considered the need to identify the skills, or idealized profile inherent in the teaching practice in administration, to analyze whether the courses that include content analysis have knowledge related to teaching performance, and identify the skills developed by students against the proposals of postgraduate studies. The study is characterized as a research qualitative-quantitative in nature, having adopted a literature search, survey and documentary research and research strategies. The data sources used are: literature related to the topic under study, program documents and graduates of programs that act as teachers. As data collection techniques have been applied: bibliographic, documentary survey and questionnaire. In relation to the techniques of data analysis adopted the use of documentary analysis, descriptive statistics and factor analysis. We used the parameter of theoretical analysis and conceptual skills for research proposed by Paiva (2007), which includes six dimensions of competence: transcompetências and metacompetencies, intellectual skills, technical and functional skills, behavioral skills, competencies and skills ethical policies. Through factor analysis verified the extraction of six factors related to learning activities and skills related to five factors. It is possible to infer that by participating in learning activities carried out in graduate school, the respondents have developed some skills more incidents, namely: to have critical vision (power politics); continually learn (and metacompetência transcompetência); be critical and analytical (metacompetência and transcompetência), among others. In relation to powers less recognized by graduates include: reading in another language (intellectual competence); guiding scientific (technical-functional) and recognize me as a teacher (political skill). Thus, although they contribute to the training and skills development, detects that the graduate programs still need to prioritize more training and skills development related to teaching performance.