Innovations in teaching university: emerging opportunities

Authors

  • Daniele Simões Borges Universidade Federal do Rio Grande
  • Gionara Tauchen Universidade Federal do Rio Grande

DOI:

https://doi.org/10.5902/198464445072

Keywords:

University, Innovation, Teaching.

Abstract

The present abstract understands that the university, into the current society, can build environments that indulge the development of the culture the creation and the innovation. Therefore we aim to understand the processes of induction of the university teaching, as well as the didactic-pedagogic activities proposed in the Teaching Projects of a university from the south of Rio Grande do Sul. The research is naturally qualitative and documentary, it has been done through Content Analysis (Franco, 2008; Bardin, 1977). In the study were analyzed 163 projects, being highlighted three major points of innovative teaching practices: a) practical activities, including field exploring, use of lab and practical tasks in the classroom; b) new technologies, including the use of Blogs, MSN, AVA, robotics, moodle, modeling, videos, recordings, forums, and diaries e c) innovative methodologies, referring to learning projects, problem solving, workshops, work groups, articulation between teaching, research and extension and daily evaluation. We consider that the changes in the teaching perceptions, due to self-formative processes and the induction of institutional policy to avoid retention and evasion, as well as the innovation, has been contributed to the improvement of the learning and teaching in the university. We emphasize, also, that the innovation in the teaching can come from different levels, activities and manners, expressing different epistemological and paradigmatic basis. Therefore, it needs to be considered as activity in a particular context, coming from a collective and institutional nature.

Author Biographies

Daniele Simões Borges, Universidade Federal do Rio Grande

Mestranda do Programa de Pós-Graduação em Educação em Ciências (FURG). Bolsista CAPES.

Gionara Tauchen, Universidade Federal do Rio Grande

Professora Adjunta do Instituto de Educação da Universidade Federal do Rio Grande. Coordenadora do Programa de Pós-Graduação em Educação. Docente permanente do Programa de Pós-Graduação em Educação em Ciências.

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Published

2012-08-16

How to Cite

Borges, D. S., & Tauchen, G. (2012). Innovations in teaching university: emerging opportunities. Education, 37(3), 555–567. https://doi.org/10.5902/198464445072

Issue

educação, v. 37, n. 3, set./dez. 2012

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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