TY - GEN
T1 - Professores de engenharia podem aprender a tornar a sua prática docente eficaz
AU - Villas-Boas, Valquíria
AU - Booth, Ivete Ana Schmitz
AU - Mesquita, Diana
AU - Lima, Rui M.
N1 - Publisher Copyright:
© 2016, University of Minho. All rights reserved.
PY - 2016
Y1 - 2016
N2 - Teachers in Higher Education need to deal with different types of challenges, such as dealing with students’ profiles and motivation, selecting the adequate learning strategies and assessment methods, selecting and delivering content that is relevant for the professional practice, using new technologies, amongst other. Much has been written about effectiveness of teaching but there is a lack of studies with experiences dedicated to teachers’ professional development (e.g. workshops and courses), particularly in Engineering Education context. This paper aims to discuss the importance of effectiveness of teaching taking into account preparing teachers to active learning contexts. This is an exploratory study based on a training program carried out in 2015 at University of Caxias do Sul, Brazil, which focuses on different active learning strategies (e.g. Peer Instruction, In-Class Exercise Teams, Problem and Project Based Learning, etc.). In this training program, teachers had the opportunity to reflect about their practice and to improve teaching and learning process by implementing innovative approaches. Eighteen teachers participated in this program, from different areas of knowledge, including Engineering, Law, Management and Informatics. Teachers’ perceptions where collected at the end of the program using a questionnaire which included the motivations and expectations about the program, potential contribution for teaching practice, meaning of “active learning” and also identified the active learning strategies that teachers intended to fulfill in their own contexts. The findings show the relevance of the training program experience for effectiveness of teaching. Most of the teachers will apply active learning in their classroom in the following semester and a few already started implementing this change during the training process. This work allowed to discuss the implications for teachers professional development in engineering education.
AB - Teachers in Higher Education need to deal with different types of challenges, such as dealing with students’ profiles and motivation, selecting the adequate learning strategies and assessment methods, selecting and delivering content that is relevant for the professional practice, using new technologies, amongst other. Much has been written about effectiveness of teaching but there is a lack of studies with experiences dedicated to teachers’ professional development (e.g. workshops and courses), particularly in Engineering Education context. This paper aims to discuss the importance of effectiveness of teaching taking into account preparing teachers to active learning contexts. This is an exploratory study based on a training program carried out in 2015 at University of Caxias do Sul, Brazil, which focuses on different active learning strategies (e.g. Peer Instruction, In-Class Exercise Teams, Problem and Project Based Learning, etc.). In this training program, teachers had the opportunity to reflect about their practice and to improve teaching and learning process by implementing innovative approaches. Eighteen teachers participated in this program, from different areas of knowledge, including Engineering, Law, Management and Informatics. Teachers’ perceptions where collected at the end of the program using a questionnaire which included the motivations and expectations about the program, potential contribution for teaching practice, meaning of “active learning” and also identified the active learning strategies that teachers intended to fulfill in their own contexts. The findings show the relevance of the training program experience for effectiveness of teaching. Most of the teachers will apply active learning in their classroom in the following semester and a few already started implementing this change during the training process. This work allowed to discuss the implications for teachers professional development in engineering education.
KW - Active learning
KW - Effectiveness of teaching
KW - Teachers professional development
UR - http://www.scopus.com/inward/record.url?scp=85020727996&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85020727996
T3 - International Symposium on Project Approaches in Engineering Education
SP - 482
EP - 491
BT - PAEE ALE 2016 - 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Workshop
A2 - Fernandes, Sandra
A2 - van Hattum-Janssen, Natascha
A2 - Lima, Rui M.
A2 - Sousa, Rui M.
A2 - Alves, Anabela
A2 - Dinis-Carvalho, Jose
A2 - Bettaieb, Lamjed
A2 - Costa, Nelson
A2 - Villas-Boas, Valquiria
A2 - Menezes, Andromeda
A2 - Mesquita, Diana
A2 - de Graaff, Erik
PB - University of Minho, Communication and Society Research Centre
T2 - 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Workshop, PAEE ALE 2016
Y2 - 6 July 2016 through 8 July 2016
ER -
