Abstract
Background: This paper refers to an empirical study held at an undergraduate summer course for student teachers at a public Brazilian University, aiming to promote teaching and learning processes based on a student-centred approach. Methods: The study was set up as a Pedagogical Action Research. The classes were initially planned based on interviews with teachers and students from the regular previous term and on open-answers questionnaires filled in by students enrolled at the summer course. At the end of the summer course, a new open-answer questionnaire was filled in by the students. Results: It was possible to perceive a positive change on students’ postures, engagement and learning, and will become teachers. Conclusions: The findings indicate that student-centred practices are an interesting pedagogical approach for Teacher Education. Besides going further with the Pedagogical Action Research it is perceived the need to make similar studies at different Brazilian Higher Education settings.
Highlights
This paper refers to an empirical study held at an undergraduate summer course for student teachers at a public Brazilian University, aiming to promote teaching and learning processes based on a student-centred approach
The findings indicate that student-centred practices are an interesting pedagogical approach for Teacher Education
This study aimed to answer the following questions: 1) How students and teachers perceive the importance of teacher training? 2) What kind of experiences student teachers have at a course based on traditional teaching methods? 3) What kind of experiences student teachers have at a course based on student-centred approaches?
Summary
This paper refers to an empirical study held at an undergraduate summer course for student teachers at a public Brazilian University, aiming to promote teaching and learning processes based on a student-centred approach. When the students are asked about their self-evaluation, most of them consider themselves surface learners Regarding this last data, the University Report (UnB, 2014) states that students are aware of the necessity of being more proactive about their learning. According to the last Brazilian Higher Education Census (INEP, 2016) 127,209 student teachers started their studies at Public Universities in 2010 but only 71,957 of them graduated in 2014. Besides going further with the Pedagogical Action Research it is perceived the need to make similar studies at different Brazilian Higher Education settings
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