Ensino na educação superior: construção e validação de escalas de modalidades de aprendizagem e saberes docentes

Abstract

Teaching in higher education is an activity permeated with specificities and complexities that requires learning and development of teaching knowledge. In order to identify such knowledge, Koehler and Mishra (2006, 2007) developed the Technological Pedagogical Content Knowledge (TPACK) model, pointing out content, pedagogical and technological knowledge and their interrelations as fundamental to teaching. However, the TPACK model does not indicate possibilities regarding learning modes for the construction of this knowledge. Given this theoretical finding, we carried out a systematic literature review (RSL) which, during the period of its completion, aimed to map out research that used TPACK with higher education as its context. The gaps identified by RSL, especially those that concern the correlations between learning modes, teacher training and teaching knowledge, which added to our personal experiences as a teacher motivated the development of this thesis, whose general objective is to evaluate, through construction and validation of scales, the relationships between teaching learning modalities and content, pedagogical and technological knowledge for teaching in higher education. To this end, in addition to the TPACK model, we mobilize a theoretical discussion around teaching knowledge and epistemic approaches to individual-cognitive and socio-practical learning. In order to fulfill the objective, we adopted a methodological approach of a quantitative nature for the construction and validation of two scales (learning modalities and teaching knowledge), both contextually adapted to the higher education scenario. The scales had their content validated by expert teachers. We had the participation of 838 professors from public higher education institutions in the state of Bahia. For the purposes of operationalizing the methodological procedures, we used exploratory and confirmatory factor analysis and structural equation modeling using the computational language for statistics R and the Rstudio environment. In this way, we defend the thesis that it is possible to associate the learning modalities of the individual-cognitivist and socio-practical approach with the construction of content, pedagogical and technological knowledge, through the construction and validation of scales, aimed at teaching within the scope of college education. The scales showed evidence of validation based on the internal structure of the instrument (internal consistency and reliability). In addition to the theoretical and practical contributions, we highlight how the theoretical innovative contribution of the thesis occurred when we advanced theoretically by associating learning modalities with this teaching knowledge. In general, the results showed that: learning modalities can, alone or together, provide, to a greater or lesser extent, support for the construction, development and sharing of knowledge typified by TPACK; the scales, in addition to the validation process, can serve as a diagnostic instrument for evaluating teaching practice; reflexivity, dialogicity and interactions can serve as catalysts in the collaborative learning process; that learning occurs, most of the time, with the combined action of two epistemic approaches (individual-cognitive and socio-practical); that it is necessary to deepen a continuous process of teacher training for higher education, mainly with regard to pedagogical and technological knowledge, which becomes more complex when related to sociodemographic variables and teaching profile. In this way, given the results obtained, we confirm our thesis, but we take it as a starting point for future research that can unfold the results found in the form of several other investigations that can contribute to thinking about the topic.