Contribuições da pós-graduação stricto sensu para o aprendizado da docência de professores de contabilidade
Enfoque : Reflexão Contábil
Inserted in the field of Teaching in Higher Education, this research aimed to understand which master's and PhD degrees provide contributions for teachers-accountants in terms of learning the knowledge necessary for professional practice of teaching. The literature review addressed issues of training and professional development of teachers in higher education, the teaching knowledge from the perspective of Tardif (2012), training for research and teaching and the role of post-graduate degrees
... t-graduate degrees in teacher education accounting, rescuing results of previous studies in the area of accounting. Methodological research was Enf.: Ref. Cont. UEM -Paraná v. 34 n. 3 p. 125-143 setembro / dezembro 2015 126 MARCELO MARCHINE FERREIRA ▪ CRISTINA HILLEN qualitative guidance as a general strategy. Data collection occurred through semi-structured interviews applied to 12 teachers of Accounting courses from a public state university. Analyses were carried out basing on the Discursive Textual Analysis, a method that is between the content analysis and discourse analysis. As a main result, it was found that their perception of graduate contribution to their formation process is related more teachers with learning and updating of subject content specific than learning other knowledge necessary for teaching exercise. This perception that aligns the results of studies on post-graduate courses and teaching of learning. On the other teachers professional knowledge, there are no speeches of the investigated about having had any formal contact with them (by subject or teaching internships) during implementation of their masters and doctorates.