Práticas de ensino superior: percepções dos docentes de Secretariado Executivo

Abstract

The training for an academic career is considered as one of the top challenges for teaching . These issues become even more challenging when it comes to the performance of university teachers who have no pedagogical training . In this context, the graduate faculty in the Executive Secretariat is inserted , whose training emphasizes the professional aspects and the necessary skills to the job . This work aims to investigate the pedagogical practices of teachers of Secretariat in the teaching process . Therefore, a qualitative and descriptive research was conducted and scored as a research tool to a questionnaire addressing the teaching practices used and the challenges faced in everyday life of graduate teachers in the Executive Secretariat working in higher education . The research was mainly theoretical foundation studies Gil ( 2007, 2011 ) , pepper and Almeida (2011 ) , D' Avila and Veiga (2012 ) , Farias Nobrega - Therrien (2013 ) . After analyzing the data it was inferred that the academic career emerges as a possibility of performance for professional secretary showing the existence of many challenges for the pedagogical practices of teachers of Secretariat in the teaching process, especially with regard to the use of strategies able to contribute to the learning of students . It is considered that these difficulties are, maybe, a result of lack of preparation for teaching and that the way to overcome them, and to the effectiveness of teaching practice in the Secretariat, may be aligned with the development of secretarial knowledge and pedagogical knowledge too.