USE OF ACTIVE METHODOLOGIES IN THE TEACHING INTERNSHIP IN A POSTGRADUATE PROGRAM IN ADMINISTRATION
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Abstract
Teacher training in higher education in Brazil has been gaining prominence in the academic community, particularly due to the increasing importance of issues related to teacher preparation, learning processes, and new teaching methodologies. In this context, the objective of this study is to analyze whether the teaching practicum influences the training of students in the graduate program in administration at the Federal University of Lavras (PPGA-UFLA). Methodologically, this is a qualitative, descriptive study. Data collection was conducted through interviews with 15 students who had completed the teaching practicum in the aforementioned program. Content analysis based on thematic analysis was employed for data analysis. With the aid of the IRaMuTeQ and RStudio software, four main categories were identified: I- Positive perspective on the teaching practicum, II- Negative or limited perception of the teaching practicum, III- Specific contributions of the practicum, and IV- Suggestions for improving the teaching practicum. The results indicate that, for many graduate students, the teaching practicum represented their first contact with the classroom. This experience was maximized when associated with the application of active methodologies, which allow the teacher to gain a deeper understanding of students' needs, while the students take on a central role in the learning process, with the teacher acting as a mediator. This study highlights the importance of active methodologies in the teacher training process, emphasizing the benefits of their application during the teaching practicum. The findings reveal that students value the opportunity for active involvement in the construction of the course, as well as the importance of a continuous feedback process on their classroom performance.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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