Teaching and learning methods: effects on teaching practice from the perspective of teachers ingressantes of a stricto sensu graduate

Abstract

The aim was to identify the possible relationships between teaching and learning methods and teaching practice, from the perspective of fresh mantea chers in a Graduate Program in Science and Mathematics. The research has a qualitative approach, having the following guiding question: what is the teachers understanding about teaching and learning methods and their effects on teaching practice? Eleven teachers with initial training participated in different under graduate courses. For data collection, a questionnaire was used, addres sing teaching practice and teaching and learning methods. The statements were analyzed through Discursive Textual Analysis. 109 units of meaning were obtained, being grouped by similarity in 95 initial categories, 23 intermediate categories and three final categories, as follows: i) understanding of teaching and learning methods; ii) effects of the use of methods on teaching practice; and iii) obstacles to the use of methods. There sults demonstrate that teachers' understanding of the methods is centered on the teacher figure. In addition, it has been found that there are obstacles that may prevent the use of methods with in thes chool environment. Finally it was verified the direction of the classes to the traditional teaching, however the teachers argue that the diversity of methods used in the classroom.