Resumo

POZZO, María Isabel  e  CAVALLO, Marcela. Pensamientos docentes que subyacen a las prácticas de enseñanza universitaria en ciencias económicas. Un estudio de caso centrado en una universidad argentina. Cienc. docencia tecnol. [online]. 2022, n.66, pp.4-4. ISSN 1851-1716.  http://dx.doi.org/https://doi.org/10.33255/3366/1183.

This article addresses the issue of teaching thoughts that underlie teaching practices in teachers of the Common Introductory Cycle to the careers of Public Accountant, Bachelor of Administration and Bachelor of Economics, at the Faculty of Economic Sciences and Statistics at the National University of Rosario (unr), Argentina. Teachers’ thoughts are built from assumptions, knowledge, and values around various categories, such as learning, student, knowledge, assessment, university, and their own teaching role. The objective of this paper is to get to know teachers’ thoughts regarding these categories through qualitative research. The results show that most of them observe their students assuming passive roles in the classroom. Likewise, the references to the active role of the teacher and their central role in the pedagogical bond are notable, manifested in the preferred teaching methodologies and in the metaphors they cite regarding their own role.

Palavras-chave : teachers’ thoughts; university; students; teaching; economic sciences.