UNIVERSITY TEACHING: ANALYSIS THE FIELD PEDAGOGICAL TRAINING OFFERED PROGRAMS ACCOUNTING
DOI:
https://doi.org/10.17524/repec.v4i2.202Keywords:
Teaching, Accounting, Graduate, DidacticsAbstract
The present study has as its theme the university teaching in the scope of accounting education. It has approached the pedagogical training offered by Stricto Sensu graduate programs in Accounting by means of disciplines related to education. It is a descriptive study performed by document retrieval from CAPES’s database of records regarding evaluations of Graduate and Doctorate programs in 2006. It was found that among the eighteen Graduate Programs and the three Doctoral Programs that existed in Brazil, in 2008, only two (Graduate) require attendance to methodoly and pedagogical disciplines, which have the fewest lecture hours. Of the three dimensions of Methodology addressed by Candau et al. (2005), it was verified that the technical dimension is the one that most appears in the disciplines’ syllabus. Absence of a human dimension in the analysis of the syllabus’ content was observed. Relationships involving teacher and student, support to students with difficulties, affection in the classroom, emotionality and perceiving students as individuals in the teaching/learning process do not appear on the syllabus. The socio-political dimension appears at certain times, but the concern is focused on institutional issues (curriculum and legislation on higher education).
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Published
2010-08-30
How to Cite
Miranda, G. J. (2010). UNIVERSITY TEACHING: ANALYSIS THE FIELD PEDAGOGICAL TRAINING OFFERED PROGRAMS ACCOUNTING. Journal of Education and Research in Accounting (REPeC), 4(2), 81–98. https://doi.org/10.17524/repec.v4i2.202
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