Aprendizagens Profissionais de Professores-Tutores no Método Problem-Based Learning (PBL)
This article reports on the outcomes of a qualitative research study that analyzed the professional learning processes of teaching, with a focus on the knowledge base for teaching, among tutors of a Computer Engineering course who utilized the Problem Based-Learning (PBL) method. The empirical data...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade do Estado da Bahia (UNEB) |
| Repositório: | Revista da FAEEBA (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistas.uneb.br:article/16878 |
| Acesso em linha: | https://www.revistas.uneb.br/index.php/faeeba/article/view/16878 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Problem-Based Learning Professional Development Higher Education Teachers Tutors Teacher Education Aprendizaje Basado en Problemas Desarrollo Profesional Docentes de Educación Superior Tutores Formación Docente Aprendizagem Baseada em Problemas Desenvolvimento Profissional Professores de Educação Superior Professor Tutor Formação de Professores |
| Resumo: | This article reports on the outcomes of a qualitative research study that analyzed the professional learning processes of teaching, with a focus on the knowledge base for teaching, among tutors of a Computer Engineering course who utilized the Problem Based-Learning (PBL) method. The empirical data was produced by four tutors who constructed teaching cases based on their own professional experiences. These cases were analyzed using Bardin's (1996) content analysis approach. The results indicate the dynamic nature of the participants' teaching learning processes and the development and utilization of content knowledge, pedagogical content knowledge, and, importantly, general pedagogical content pertaining to the assumptions and unique circumstances of the PBL method. |
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