Abstract
This study seeks to understand the meaning of experiences and knowledge used in the process of professional development of teachers of undergraduate courses in Accountancy in Brazil. It was used as the theoretical basis for the Interconnected Model of Professional Growth of Teachers and the teaching knowledge from Tardif’s perspective. A semi-structured interview with a qualitative and reflective approach was used as a technique to build the narratives. The analyzed excerpts were grouped into four analysis categories: the personal domain, related to the disciplinary knowledge of accounting; the domain of practice and the didactic-pedagogical knowledge; the external domain and experiential knowledge; and the domain of consequence, highlighting the significant results in professional development. From the analyses, it is concluded that teachers develop in teaching through reflection and action on their practice; through the positive relationships of partnership, support, and guidance established with their students; through the careful search for the exchange of experiences with peers and with the professional market; as well as through the personal search for the improvement of their daily teaching practice.
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