| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.21 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A pesquisa em educação, voltada para o ensino e aprendizagem, tem crescido
acentuadamente nos últimos anos, apresentando uma diversidade de abordagens
teóricas e metodológicas, de objetos de estudo e de resultados. O problema desta
pesquisa centrou-se nas estratégias de ensino e aprendizagem na universidade
Pedagógica de Moçambique. Observou-se que as estratégias de ensino e
aprendizagem praticadas nesta instituição baseiam-se essencialmente em aulas
expositivas e seminários seja qual for o tipo de conteúdos. Assim, colocam-se as
seguintes questões de pesquisa: (1) quais as conceções dos professores sobre as
estratégias de ensino e aprendizagem no ensino superior?; e (2) qual a influência
dessas conceções nas práticas de ensino e aprendizagem? Para responder a essas
questões, foi realizado um estudo empírico com a abordagem qualitativa a partir
de questionário aberto aplicado a professores. A presente pesquisa tem como
objetivo central perceber quais as conceções dos professores da Universidade
Pedagógica acerca do processo de ensino-aprendizagem e como essas conceções
permitem melhorar os seus métodos. Contata-se que as conceções dos
professores sobre o ensino-aprendizagem podem influenciar a seleção de
estratégias e práticas construtivas de ensino e permitem também aumentar a
eficácia da ação pedagógica, enriquecendo o próprio processo de mudança.
Research in education focused on teaching and learning has grown sharply in recent years, presenting a diversity of theoretical and methodological approaches, objects of study and results. The problem of this research was found in the teaching and learning strategies at the Pedagogical University of Mozambique. It was observed that the teaching and learning strategies of this Institution are essentially based on lectures and seminars, whatever the type of content. Thus, the following research questions arise: What conceptions do teachers have about teaching and learning strategies in higher education? And what is the influence of these conceptions on teaching and learning practices? To answer these questions, an empirical study was carried out with a qualitative approach based on an open questionnaire applied to teachers. The main objective of this research is to understand what the teachers' conceptions of the Pedagogical University about the teaching and learning process are and how these conceptions allow them to improve their methods. Results point out to the idea that teachers' conceptions about teaching and learning can influence the selection of constructive teaching strategies and practices and allow for an increase in the effectiveness of pedagogical action, enriching the process of change itself.
Research in education focused on teaching and learning has grown sharply in recent years, presenting a diversity of theoretical and methodological approaches, objects of study and results. The problem of this research was found in the teaching and learning strategies at the Pedagogical University of Mozambique. It was observed that the teaching and learning strategies of this Institution are essentially based on lectures and seminars, whatever the type of content. Thus, the following research questions arise: What conceptions do teachers have about teaching and learning strategies in higher education? And what is the influence of these conceptions on teaching and learning practices? To answer these questions, an empirical study was carried out with a qualitative approach based on an open questionnaire applied to teachers. The main objective of this research is to understand what the teachers' conceptions of the Pedagogical University about the teaching and learning process are and how these conceptions allow them to improve their methods. Results point out to the idea that teachers' conceptions about teaching and learning can influence the selection of constructive teaching strategies and practices and allow for an increase in the effectiveness of pedagogical action, enriching the process of change itself.
Description
Keywords
Processo Ensino-aprendizagem Ensino Superior em Moçambique Eficácia Pedagógica Metodologias ativas Professores do Ensino Superior