Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Revista Contabilidade & Finanças (Online) |
Texto Completo: | https://www.revistas.usp.br/rcf/article/view/165971 |
Resumo: | The objective of this study is to identify and analyze the relationship between the adoption of active methodologies and the teaching life cycle and qualifications of teachers in undergraduate courses in accounting. Thus, a diagnosis is presented regarding the adoption of active methodologies by undergraduate accounting teachers in Brazil, based on the life cycle and qualifications of teaching staff. This study offers a diagnostic tool for teaching staff to support the adoption of active methodologies in the context of teaching accounting, which is affected by the demand for new pedagogical practices to develop soft skills, something that is scarcely addressed in the related literature. Because this adoption depends, in particular, on the teacher’s willingness, investigating factors related to teachers enables it to be identified how much they are likely to adopt active methodologies. As a research strategy, an online questionnaire was used, as well as descriptive and variance analysis (ANOVA) to treat the data. The study presents the evidence that the teaching life cycle, pedagogical qualifications, and professional qualifications are positively related to the adoption of active methodologies, while academic qualifications are negatively related to this adoption. Thus, three contributions of this study can be mentioned: institutional, personal, and academic. At the institutional level, it offers decision makers at higher education institutions (HEIs) a tool capable of supporting the implementation of active methodologies, while enabling faculty performance diagnoses to be carried out, identifying the teachers who are more and less likely to adopt active methods. At the personal level, it highlights the need for teachers to keep up to date in terms of new pedagogical practices, in which hard skills and soft skills are developed. At the academic level, it contributes by providing the literature with results on the themes involved. |
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Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accountingAdoção de metodologias ativas e sua relação com o ciclo de vida e a qualificação docente no ensino de graduação em ciências contábeisaccountingactive methodologiesteaching life cycleteacher qualificationscontabilidademetodologias ativasciclo de vida docentequalificação docenteThe objective of this study is to identify and analyze the relationship between the adoption of active methodologies and the teaching life cycle and qualifications of teachers in undergraduate courses in accounting. Thus, a diagnosis is presented regarding the adoption of active methodologies by undergraduate accounting teachers in Brazil, based on the life cycle and qualifications of teaching staff. This study offers a diagnostic tool for teaching staff to support the adoption of active methodologies in the context of teaching accounting, which is affected by the demand for new pedagogical practices to develop soft skills, something that is scarcely addressed in the related literature. Because this adoption depends, in particular, on the teacher’s willingness, investigating factors related to teachers enables it to be identified how much they are likely to adopt active methodologies. As a research strategy, an online questionnaire was used, as well as descriptive and variance analysis (ANOVA) to treat the data. The study presents the evidence that the teaching life cycle, pedagogical qualifications, and professional qualifications are positively related to the adoption of active methodologies, while academic qualifications are negatively related to this adoption. Thus, three contributions of this study can be mentioned: institutional, personal, and academic. At the institutional level, it offers decision makers at higher education institutions (HEIs) a tool capable of supporting the implementation of active methodologies, while enabling faculty performance diagnoses to be carried out, identifying the teachers who are more and less likely to adopt active methods. At the personal level, it highlights the need for teachers to keep up to date in terms of new pedagogical practices, in which hard skills and soft skills are developed. At the academic level, it contributes by providing the literature with results on the themes involved.O objetivo deste estudo é identificar e analisar a relação entre a adoção de metodologias ativas, o ciclo de vida e a qualificação docente no ensino de graduação em contabilidade. Nesse sentido, é apresentado um diagnóstico acerca da adoção de metodologias ativas por professores de graduação em contabilidade no Brasil, a partir do ciclo de vida e da qualificação docente. Este estudo oferece uma ferramenta diagnóstica do corpo docente para subsidiar a adoção de metodologias ativas no contexto do ensino de contabilidade, impactado pela demanda de novas práticas pedagógicas para desenvolvimento de soft skills, algo escasso na literatura relacionada. Devido a essa adoção depender, especialmente, da disposição do docente, investigar fatores relacionados aos professores proporciona identificar o quanto eles estão propensos a adotar metodologias ativas. Como estratégia de investigação, utilizaram-se um questionário online e análise descritiva e de variância (ANOVA) para tratamento dos dados. O estudo apresenta a evidenciação de que o ciclo de vida docente, a qualificação pedagógica e a qualificação profissional estão positivamente relacionados com a adoção de metodologias ativas, ao passo que a qualificação acadêmica está negativamente relacionada com essa adoção. Dessa forma, exprimem-se três contribuições deste estudo: institucional, pessoal e acadêmica. Em nível institucional, oferta aos tomadores de decisões das instituições de ensino superior uma ferramenta capaz de subsidiar a implementação de metodologias ativas, ao passo que possibilitará a realização de diagnósticos do corpo docente, identificando o professor mais e menos propenso a adotar métodos ativos. Em nível pessoal, esclarece a necessidade de o professor se atualizar diante das novas práticas pedagógicas, em que são desenvolvidas hard skills e soft skills. Em nível acadêmico, contribui com a oferta de resultados à literatura acerca das temáticas envolvidas.Universidade de São Paulo. Faculdade de Economia, Administração, Contabilidade e Atuária2020-01-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/rcf/article/view/16597110.1590/1808-057x201909030Revista Contabilidade & Finanças; v. 31 n. 82 (2020); 145-164Revista Contabilidade & Finanças; Vol. 31 No. 82 (2020); 145-164Revista Contabilidade & Finanças; Vol. 31 Núm. 82 (2020); 145-1641808-057X1519-7077reponame:Revista Contabilidade & Finanças (Online)instname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/rcf/article/view/165971/158857https://www.revistas.usp.br/rcf/article/view/165971/158858Copyright (c) 2020 Revista Contabilidade & Finançasinfo:eu-repo/semantics/openAccessNagib, Leonardo de Rezende CostaSilva, Denise Mendes da2020-01-24T14:07:20Zoai:revistas.usp.br:article/165971Revistahttp://www.revistas.usp.br/rcf/indexPUBhttps://old.scielo.br/oai/scielo-oai.phprecont@usp.br||recont@usp.br1808-057X1519-7077opendoar:2020-01-24T14:07:20Revista Contabilidade & Finanças (Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting Adoção de metodologias ativas e sua relação com o ciclo de vida e a qualificação docente no ensino de graduação em ciências contábeis |
title |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
spellingShingle |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting Nagib, Leonardo de Rezende Costa accounting active methodologies teaching life cycle teacher qualifications contabilidade metodologias ativas ciclo de vida docente qualificação docente |
title_short |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
title_full |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
title_fullStr |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
title_full_unstemmed |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
title_sort |
Adoption of active methodologies and their relationship with the life cycle and the qualifications of teaching staff in undergraduate courses in accounting |
author |
Nagib, Leonardo de Rezende Costa |
author_facet |
Nagib, Leonardo de Rezende Costa Silva, Denise Mendes da |
author_role |
author |
author2 |
Silva, Denise Mendes da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Nagib, Leonardo de Rezende Costa Silva, Denise Mendes da |
dc.subject.por.fl_str_mv |
accounting active methodologies teaching life cycle teacher qualifications contabilidade metodologias ativas ciclo de vida docente qualificação docente |
topic |
accounting active methodologies teaching life cycle teacher qualifications contabilidade metodologias ativas ciclo de vida docente qualificação docente |
description |
The objective of this study is to identify and analyze the relationship between the adoption of active methodologies and the teaching life cycle and qualifications of teachers in undergraduate courses in accounting. Thus, a diagnosis is presented regarding the adoption of active methodologies by undergraduate accounting teachers in Brazil, based on the life cycle and qualifications of teaching staff. This study offers a diagnostic tool for teaching staff to support the adoption of active methodologies in the context of teaching accounting, which is affected by the demand for new pedagogical practices to develop soft skills, something that is scarcely addressed in the related literature. Because this adoption depends, in particular, on the teacher’s willingness, investigating factors related to teachers enables it to be identified how much they are likely to adopt active methodologies. As a research strategy, an online questionnaire was used, as well as descriptive and variance analysis (ANOVA) to treat the data. The study presents the evidence that the teaching life cycle, pedagogical qualifications, and professional qualifications are positively related to the adoption of active methodologies, while academic qualifications are negatively related to this adoption. Thus, three contributions of this study can be mentioned: institutional, personal, and academic. At the institutional level, it offers decision makers at higher education institutions (HEIs) a tool capable of supporting the implementation of active methodologies, while enabling faculty performance diagnoses to be carried out, identifying the teachers who are more and less likely to adopt active methods. At the personal level, it highlights the need for teachers to keep up to date in terms of new pedagogical practices, in which hard skills and soft skills are developed. At the academic level, it contributes by providing the literature with results on the themes involved. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-24 |
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://www.revistas.usp.br/rcf/article/view/165971 10.1590/1808-057x201909030 |
url |
https://www.revistas.usp.br/rcf/article/view/165971 |
identifier_str_mv |
10.1590/1808-057x201909030 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/rcf/article/view/165971/158857 https://www.revistas.usp.br/rcf/article/view/165971/158858 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Contabilidade & Finanças info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Contabilidade & Finanças |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Economia, Administração, Contabilidade e Atuária |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Economia, Administração, Contabilidade e Atuária |
dc.source.none.fl_str_mv |
Revista Contabilidade & Finanças; v. 31 n. 82 (2020); 145-164 Revista Contabilidade & Finanças; Vol. 31 No. 82 (2020); 145-164 Revista Contabilidade & Finanças; Vol. 31 Núm. 82 (2020); 145-164 1808-057X 1519-7077 reponame:Revista Contabilidade & Finanças (Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Revista Contabilidade & Finanças (Online) |
collection |
Revista Contabilidade & Finanças (Online) |
repository.name.fl_str_mv |
Revista Contabilidade & Finanças (Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
recont@usp.br||recont@usp.br |
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1787713777480761344 |