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Teaching Practice Representations in Higher Education from the Perspective of Students: Contributions for Professor Training
Humanities, Science and Education Department, Universidade do Extremo Sul Catarinense (UNESC), Criciúma, Brasil
Humanities, Science and Education Department, Universidade do Extremo Sul Catarinense (UNESC), Criciúma, Brasil
- 1 Humanities, Science and Education Department, Universidade do Extremo Sul Catarinense (UNESC), Criciúma, Brasil
- 2 Humanities, Science and Education Department, Universidade do Extremo Sul Catarinense (UNESC), Criciúma, Brasil
Creative Education·Volume 07 (2016)·Pages 2305–2329·Published 6 September 2016·DOI10.4236/ce.2016.715224
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Abstract
This article discusses the representations of higher education teaching practice according to the students’ perspective. The sample comprised 393 students and 14 professors of three universities of Santa Catarina State in Brazil that traditionally conferred degrees upon professionals of Law, Civil Engineering and Medicine. Among the theorists brought into the discussion, we can mention Berstein (1990), Bourdieu (1983, 1990), Chauí (2001), and Tardif (2002). Then we present the obtained results by mapping the students’ parameters and value judgments of their positive assessment of professors and teaching practice in order to contribute to future discussion in terms of professors’ training.
KeywordsProfessor’s TrainingTeaching Practice RepresentationsTeaching and LearningHigher EducationHigher Education Professor
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