How academics adapt to PBL teaching in an accounting course
DOI:
https://doi.org/10.11606/rco.v5i13.34807Keywords:
Vocational Higher Education, Teaching and Learning, PBL, Accounting ProgramAbstract
The general purpose of this work is to contribute to a theoretical discussion on how PBL methodologies influence the way teachers behave in professional higher education. More specifically, we try to understand (1) the roles teachers are asked to perform; (2) what particular strategies can be subject to changes in teaching methods; (3) to what extent professional experience outside higher education institutions contribute to different performances in teachers' pedagogical activities; (4) and, finally, if it is worthwhile the identification of all teachers with emerging teaching methodologies. This paper takes the form of a case study of a professional higher education institution which assumes as object the subject of Business Simulation taught at the Higher Institute for Accounting and Administration of Aveiro University (ISCA-UA). Our study object is circumscribed to the groups of students and teachers involved in the subject, and they are considered as central elements in the functioning and accomplishing of the teachinglearning systems. We rely on the premise that students who have not previously been identified with methodologies that reinforce their involvement with knowledge production are still waiting for pre-formatted answers from teachers. Concerning teachers' teaching strategies, this study reveals that the challenges created by the immersion in PBL environments give rise to epistemological concerns, evidencing a variety of strategies in the way peers cope with PBL environments.Downloads
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