Didactic aspects of teaching knowledge: a case study in northeast semiarid schools

• Main Authors: J. L. S. Oliveira, E. P. O. Almeida, E. Silva, L. L. S. Dantas
• Format: Article
• Language: English
• Published: Universidade Federal de Rondonópolis 2019-04-01
• Series: Scientific Electronic Archives
• Subjects: learning process; teaching; teaching knowledges
• Online Access: https://sea.ufr.edu.br/index.php?journal=SEA&page=article&op=view&path=704

This research aimed to evaluate didactic aspects related to knowledge and perceptions of teaching knowledge of public school teachers in the northeastern semi-arid schools. Data were collected in two public schools in the cities of Carnauba Dantas, Rio Grande do Norte and Patos, Paraíba. Teachers were interviewed (n = 12) by applying a questionnaire consisting of questions that focused on teaching knowledge that led to opt for teaching, which acquired knowledge by teaching experience and articulation of this knowledge covered in the plan and in the classroom. The interviewed teachers (83.3%) reported lack of knowledge of approaches to prepare and teach the lessons, preferring to adhere to traditional knowledge. However, 16.6% can articulate the knowledge to teaching practice, and 41.7% of teachers know and address in practice some of these knowledges. The vocation for the profession was one of the main reasons for choosing to be a teacher. Teachers lack teaching knowledge in pedagogical practice and many have traditional trends in the way of teaching. The insistence on traditional methods by teachers can influence the motivation of teachers to engage in its didactic, other knowledge.