THE TEACHER'S PROFESSIONAL PRACTICE IN CORPORATE EDUCATION FROM THE PERSPECTIVE OF TEACHING KNOWLEDGE

Celi Langhi; Denilson de Sousa Cordeiro; Clarissa Andrade Barbosa Michaelis; Andréa Judice Affonso

doi:10.24325/issn.2446-5763.v9i26p274-288

THE TEACHER'S PROFESSIONAL PRACTICE IN CORPORATE EDUCATION FROM THE PERSPECTIVE OF TEACHING KNOWLEDGE

Autores

Celi Langhi
Denilson de Sousa Cordeiro
Clarissa Andrade Barbosa Michaelis
Andréa Judice Affonso

DOI:

https://doi.org/10.24325/issn.2446-5763.v9i26p274-288

Palavras-chave:

Corporate Education, Teaching Knowledge, Teacher's practice

Resumo

The present article proposes to identify the practical aspects of the teacher's professional activity in Corporate Education that can be improved from reflections based on the Theory of Teaching Knowledge developed by Tardif (2000). For this work, the research method used was the literature review. The research results indicate interdependencies between the need for continued development of the teacher, the dissociation of academic knowledge and the teaching practice in organizations, and knowledge gaps regarding the competencies of the professional who works in Corporate Education. The Theory of Teaching Knowledge opens a discussion on the diversity of existing profiles of professionals working in organizations responsible for transmitting knowledge and training people who can contribute to the sustainability and competitiveness of organizations.

Downloads

Não há dados estatísticos.

Biografia do Autor

Celi Langhi

Advising Professor of the Master's Program at CEETEPS, Postgraduate, Extension and Research Unit (São Paulo – S.P.).

Denilson de Sousa Cordeiro

Master in Management and Development of Professional Education by the Master's Program at C.E.E.T.E.P.S., Postgraduate, Extension and Research Unit (São Paulo – S.P.).

Clarissa Andrade Barbosa Michaelis

Master's student in Management and Development of Professional Education by the Master's Program at CEETEPS, Postgraduate, Extension and Research Unit (São Paulo – SP).

Andréa Judice Affonso

Master's student in Management and Development of Professional Education by the Master's Program at C.E.E.T.E.P.S., Postgraduate, Extension and Research Unit (São Paulo – S.P.).

Referências

BOTTI, SHDO; REGO, S. Preceptor, supervisor, tutor, and mentor: what are their roles? Brazilian Journal of Medical Education, 32, p. 363–373, 2008.
CORDEIRO, D. S. Corporate education in the military environment: practices in the context of a subdivision of the Brazilian Air Force. 136 f. Dissertation (Professional Master's in Management and Development of Professional Education). Paula Souza State Center for Technological Education, São Paulo – SP, 2022.
CRESWELL, J. W. Research design: qualitative, quantitative, and mixed methods. Translation: Luciana de Oliveira da Rocha. 2nd ed. Porto Alegre: Artmed, 2007
EBOLI, M. Corporate education in new business scenarios. GV-EXECUTIVO, v. 15, no. 2, p. 20-24, 2016.
GARCIA, MF; DA SILVA, D. Tutor teacher: roles, functions, and challenges. Critical Lines, vol. 23, no. 50, p. 28-50, 2017.
PARÉ, G. et al. Synthesizing information systems knowledge: a typology of literature reviews. Information & management, vol. 52, no. 2, Mar. 2015, p. 183–199.
PEREIRA, E. D. Continuing training of professionals for corporate education. 101 f. Dissertation (Professional Master’s in Management and Development of Professional Education. State Center for Technological Education Paula Souza, São Paulo, 2022.
SAMPIERI, R.H.; COLLADO, C. F.; LUCIO, M. P. B. Research methodology. Porto Alegre: I think, 2013.
SECURE, J. C. On learning: how disruptive education reinvents learning. Saint Paul, 2019.

Downloads

Publicado

2023-09-02

Como Citar

Langhi, C., Cordeiro, D. de S., Michaelis, C. A. B., & Affonso, A. J. (2023). THE TEACHER’S PROFESSIONAL PRACTICE IN CORPORATE EDUCATION FROM THE PERSPECTIVE OF TEACHING KNOWLEDGE. South American Development Society Journal, 9(26), 274. https://doi.org/10.24325/issn.2446-5763.v9i26p274-288