Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração

Detalhes bibliográficos
Autor(a) principal: Albuquerque, Letícia Zveiter de
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UNIGRANRIO
Texto Completo: http://localhost:8080/tede/handle/tede/196
Resumo: Due to the growth in the number of degrees in Administration, the processes of evaluation of the HEI by the Federal Government and the pressures suffered by the teachers of these courses for a better quality of the teaching practiced that reflects in better results on the part of the students in the process of evaluation of the graduates, The objective of this work was to describe how to produce the situated learning curriculum of teacher of higher education courses. An analysis tool of the organizational learning process through its social learning bias, that is, through coexistence with its peers in organizations, the situated curriculum can be explained as the standard of opportunities available to beginners in their meetings with a specific community within the Organizations. The work was developed from a quantitative, descriptive and non-experimental research approach, using a survey-type questionnaire with 125 hourly and part-time teachers who currently teach in the undergraduate degree in Administration of Private Higher Education Institutions in the city of Rio de Janeiro and Greater Rio. From a bibliographical survey, the competences expected by the researchers to be developed by the professors of Higher Education of Administration were raised in 6 categories: for teaching, for management, for evaluation, Intrapersonal, Interpersonal and Technological. Each category was subdivided into knowledge, skills and attitudes for the higher education teacher in general and specifically for the teachers in Administration. The researcher listed and presented in the questionnaire: 19 types of knowledge; 37 types of skills and 18 types of attitudes. After analyzing the data, the situated curriculum of the teacher of Administration was constructed with: 6 types of knowledge, 24 types of abilities and the 18 types of attitudes that were configured as effectively having been acquired through social learning in HEIs were maintained.
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spelling Freitas, Angilberto Sabino deNicolini, Alexandre MendesFreitas, Angilberto Sabino deWanderley , Sergio Eduardo de Pinho VelhoFraga, Valderez FerreiraAlbuquerque, Letícia Zveiter de2018-07-09T12:25:52Z2017-04-24ALBUQUERQUE, Letícia Zveiter de. Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração. 2017. 221 f. Dissertação (Mestrado em Administração) - Universidade do Grande Rio, Rio de Janeiro, 2017.http://localhost:8080/tede/handle/tede/196Due to the growth in the number of degrees in Administration, the processes of evaluation of the HEI by the Federal Government and the pressures suffered by the teachers of these courses for a better quality of the teaching practiced that reflects in better results on the part of the students in the process of evaluation of the graduates, The objective of this work was to describe how to produce the situated learning curriculum of teacher of higher education courses. An analysis tool of the organizational learning process through its social learning bias, that is, through coexistence with its peers in organizations, the situated curriculum can be explained as the standard of opportunities available to beginners in their meetings with a specific community within the Organizations. The work was developed from a quantitative, descriptive and non-experimental research approach, using a survey-type questionnaire with 125 hourly and part-time teachers who currently teach in the undergraduate degree in Administration of Private Higher Education Institutions in the city of Rio de Janeiro and Greater Rio. From a bibliographical survey, the competences expected by the researchers to be developed by the professors of Higher Education of Administration were raised in 6 categories: for teaching, for management, for evaluation, Intrapersonal, Interpersonal and Technological. Each category was subdivided into knowledge, skills and attitudes for the higher education teacher in general and specifically for the teachers in Administration. The researcher listed and presented in the questionnaire: 19 types of knowledge; 37 types of skills and 18 types of attitudes. After analyzing the data, the situated curriculum of the teacher of Administration was constructed with: 6 types of knowledge, 24 types of abilities and the 18 types of attitudes that were configured as effectively having been acquired through social learning in HEIs were maintained.Em função do crescimento do número de graduações em Administração, dos processos de avaliação das IES pelo Governo Federal e das pressões sofridas pelos docentes destes cursos por uma melhor qualidade do ensino praticado que reflita em melhores resultados por parte dos alunos nos processos de avaliação dos egressos, o objetivo deste trabalho foi o de descrever como se produz o currículo situado de aprendizagem do professor de cursos superiores de Administração. Ferramenta de análise do processo de aprendizagem organizacional pelo seu viés de aprendizagem social, ou seja, através da convivência com seus pares nas organizações, o currículo situado pode ser explicado como o padrão de oportunidades disponíveis aos novatos em seus encontros com uma comunidade específica dentro das organizações. O trabalho foi desenvolvido a partir de uma abordagem de pesquisa quantitativa, descritiva e não-experimental, utilizando questionário do tipo survey junto à 125 professores horistas e tempo parcial que lecionam atualmente na graduação em Administração de Instituições de Ensino Superior Privadas da cidade do Rio de Janeiro e Grande Rio. A partir de levantamento bibliográfico foram levantadas as competências esperadas pelos pesquisadores a serem desenvolvidas pelos professores de Ensino Superior de Administração em 6 categorias: para a docência, para a gestão, para avaliação, Intrapessoais, Interpessoais e Tecnológicas. Cada categoria foi subdividida em conhecimentos, habilidades e atitudes para o professor de ensino superior em geral e especificamente para os docentes em Administração. A pesquisadora elencou e apresentou no questionário: 19 tipos de conhecimentos; 37 tipos de habilidades e 18 tipos de atitudes. Após a análise dos dados, o currículo situado do professor de Administração foi construído com: 6 tipos de conhecimentos, 24 tipos de habilidades e foram mantidos os 18 tipos de atitudes que se configuraram como efetivamente tendo sido adquiridos via aprendizagem social nas IES.Submitted by Janser dos Santos Nascimento (janser.nascimento@unigranrio.com.br) on 2018-07-09T12:25:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Letícia Zveiter de Albuquerque.pdf: 5887743 bytes, checksum: c2ecbbe33512f6117a643b7459ef679b (MD5)Made available in DSpace on 2018-07-09T12:25:52Z (GMT). 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dc.title.por.fl_str_mv Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
title Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
spellingShingle Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
Albuquerque, Letícia Zveiter de
Administração
Administração – Estudo e ensino
Professores universitários
Ensino superior
ADMINISTRAÇÃO
title_short Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
title_full Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
title_fullStr Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
title_full_unstemmed Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
title_sort Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração
author Albuquerque, Letícia Zveiter de
author_facet Albuquerque, Letícia Zveiter de
author_role author
dc.contributor.advisor1.fl_str_mv Freitas, Angilberto Sabino de
dc.contributor.advisor-co1.fl_str_mv Nicolini, Alexandre Mendes
dc.contributor.referee1.fl_str_mv Freitas, Angilberto Sabino de
dc.contributor.referee2.fl_str_mv Wanderley , Sergio Eduardo de Pinho Velho
dc.contributor.referee3.fl_str_mv Fraga, Valderez Ferreira
dc.contributor.author.fl_str_mv Albuquerque, Letícia Zveiter de
contributor_str_mv Freitas, Angilberto Sabino de
Nicolini, Alexandre Mendes
Freitas, Angilberto Sabino de
Wanderley , Sergio Eduardo de Pinho Velho
Fraga, Valderez Ferreira
dc.subject.por.fl_str_mv Administração
Administração – Estudo e ensino
Professores universitários
Ensino superior
topic Administração
Administração – Estudo e ensino
Professores universitários
Ensino superior
ADMINISTRAÇÃO
dc.subject.cnpq.fl_str_mv ADMINISTRAÇÃO
description Due to the growth in the number of degrees in Administration, the processes of evaluation of the HEI by the Federal Government and the pressures suffered by the teachers of these courses for a better quality of the teaching practiced that reflects in better results on the part of the students in the process of evaluation of the graduates, The objective of this work was to describe how to produce the situated learning curriculum of teacher of higher education courses. An analysis tool of the organizational learning process through its social learning bias, that is, through coexistence with its peers in organizations, the situated curriculum can be explained as the standard of opportunities available to beginners in their meetings with a specific community within the Organizations. The work was developed from a quantitative, descriptive and non-experimental research approach, using a survey-type questionnaire with 125 hourly and part-time teachers who currently teach in the undergraduate degree in Administration of Private Higher Education Institutions in the city of Rio de Janeiro and Greater Rio. From a bibliographical survey, the competences expected by the researchers to be developed by the professors of Higher Education of Administration were raised in 6 categories: for teaching, for management, for evaluation, Intrapersonal, Interpersonal and Technological. Each category was subdivided into knowledge, skills and attitudes for the higher education teacher in general and specifically for the teachers in Administration. The researcher listed and presented in the questionnaire: 19 types of knowledge; 37 types of skills and 18 types of attitudes. After analyzing the data, the situated curriculum of the teacher of Administration was constructed with: 6 types of knowledge, 24 types of abilities and the 18 types of attitudes that were configured as effectively having been acquired through social learning in HEIs were maintained.
publishDate 2017
dc.date.issued.fl_str_mv 2017-04-24
dc.date.accessioned.fl_str_mv 2018-07-09T12:25:52Z
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dc.identifier.citation.fl_str_mv ALBUQUERQUE, Letícia Zveiter de. Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração. 2017. 221 f. Dissertação (Mestrado em Administração) - Universidade do Grande Rio, Rio de Janeiro, 2017.
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identifier_str_mv ALBUQUERQUE, Letícia Zveiter de. Aprender a ensinar: como se produz o currículo situado de aprendizagem dos professores de cursos superiores de administração. 2017. 221 f. Dissertação (Mestrado em Administração) - Universidade do Grande Rio, Rio de Janeiro, 2017.
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