Biblioteca Digital de VanguardiaAndragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors
Andragogy and its assumptions contain fundamental elements for the development of adult teaching and learning, covering specific issues that require attention from educators. In the meantime, this paper aims to understand the perception of undergraduate professors about the importance of Malcolm Kno...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual de Campinas
2022
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661980 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69175 |
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| author | Ferreira, Tássia Fernandes Magalhães Junior, Antônio Germano Nóbrega-Therrien, Silvia Maria |
| author_facet | Ferreira, Tássia Fernandes Magalhães Junior, Antônio Germano Nóbrega-Therrien, Silvia Maria |
| author_sort | Ferreira, Tássia Fernandes |
| collection | Repositorio |
| description | Andragogy and its assumptions contain fundamental elements for the development of adult teaching and learning, covering specific issues that require attention from educators. In the meantime, this paper aims to understand the perception of undergraduate professors about the importance of Malcolm Knowles' andragogical assumptions. To do this, the following question was raised: “Even though undergraduate professors may not know what Andragogy is specifically, do they perceive its assumptions as important?” We used the mixed methods approach (JOHNSON; ONWUEGBUZIE, 2004), with the application of instruments with a quantitative bias and graphs, and with qualitative analysis. The subjects of this research were 21 professors of higher education in undergraduate courses, responding to an online questionnaire, divided into two sections: questions that addressed the profile of teachers and questions about Andragogy and the degree of importance attributed to the six andragogical assumptions. According to the analysis, it was found that the six assumptions were classified by most of the 21 professors as important / very important with a small portion (2 professors, corresponding to 9.5%) that used the “not important” classification. Thus, it is considered that the central questioning of the research, mentioned above, was answered affirmatively. In view of the obtained results, the importance of spreading knowledge about Andragogy and its assumptions is reaffirmed, since it provides professors with greater theoretical foundations and subsidies for their practices, enabling them to reframe their teaching practices. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69175 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2022 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691752022-03-21T16:37:04Z Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors Andragogía en la educación superior: la percepción de los docentes de pregrado: la percepción de los docentes de pregrado Andragogia no ensino superior: a percepção de professores de licenciaturas Ferreira, Tássia Fernandes Magalhães Junior, Antônio Germano Nóbrega-Therrien, Silvia Maria Andragogy Andragogical assumptions University education Undergraduate professor Andragogia Pressupostos andragógicos Ensino superior Professores de licenciaturas Andragogía Presupuestos andragógicos Enseñanza superior Profesores de licenciatura Andragogy and its assumptions contain fundamental elements for the development of adult teaching and learning, covering specific issues that require attention from educators. In the meantime, this paper aims to understand the perception of undergraduate professors about the importance of Malcolm Knowles' andragogical assumptions. To do this, the following question was raised: “Even though undergraduate professors may not know what Andragogy is specifically, do they perceive its assumptions as important?” We used the mixed methods approach (JOHNSON; ONWUEGBUZIE, 2004), with the application of instruments with a quantitative bias and graphs, and with qualitative analysis. The subjects of this research were 21 professors of higher education in undergraduate courses, responding to an online questionnaire, divided into two sections: questions that addressed the profile of teachers and questions about Andragogy and the degree of importance attributed to the six andragogical assumptions. According to the analysis, it was found that the six assumptions were classified by most of the 21 professors as important / very important with a small portion (2 professors, corresponding to 9.5%) that used the “not important” classification. Thus, it is considered that the central questioning of the research, mentioned above, was answered affirmatively. In view of the obtained results, the importance of spreading knowledge about Andragogy and its assumptions is reaffirmed, since it provides professors with greater theoretical foundations and subsidies for their practices, enabling them to reframe their teaching practices. La andragogía y sus presupuestos permiten elementos fundamentales para el desarrollo de la enseñanza y del aprendizaje de adultos, contemplando temas específicos que requieren atención por parte de los educadores. Mientras tanto, este artículo tuvo como objetivo comprender la percepción de los profesores de licenciaturas sobre la importancia de los presupuestos andragógicos de Malcolm Knowles. Para eso, se planteó la siguiente cuestión: “Los docentes de los cursos de licenciatura, aunque no sepan específicamente qué es la Andragogía, ¿perciben sus presupuestos como importantes?” Se utilizó el enfoque de métodos mixtos (JOHNSON; ONWUEGBUZIE, 2004), con la aplicación de instrumentos con sesgo cuantitativo y elaboración de gráficos, y con análisis cualitativo. Los sujetos de esta investigación fueron 21 docentes con educación superior en cursos de licenciatura, quienes respondieron un cuestionario en línea, dividido en dos secciones: preguntas que abordaban el perfil de los docentes; y preguntas sobre la andragogía y el grado de importancia atribuido a los seis presupuestos andragógicos. Según el análisis, se verificó que los seis presupuestos fueron clasificados por la mayoría de los 21 docentes como importantes / muy importantes con una pequeña porción (2 docentes, correspondiente al 9,5%) que utilizó la clasificación de “poco importante”. Así, se considera que el cuestionamiento central de la investigación, mencionado anteriormente, fue respondido afirmativamente. A la vista de los resultados obtenidos, se reafirma la importancia de difundir el conocimiento sobre la Andragogía y sus presupuestos, ya que proporciona a los docentes mayores fundamentos teóricos y subsidios en sus prácticas, que les permita replantearlos. A Andragogia e seus pressupostos comportam elementos fundamentais ao desenvolvimento do ensino e da aprendizagem de adultos, contemplando questões específicas que requerem atenção por parte dos educadores. Nesse ínterim, no presente artigo objetivou-se compreender a percepção de professores de licenciaturas sobre a importância dos pressupostos andragógicos de Malcolm Knowles. Para isso, partiu-se da seguinte questão: “Os professores de licenciaturas, ainda que possam não saber especificamente o que é Andragogia, percebem como importantes os pressupostos desta?”. Utilizou-se da abordagem de métodos mistos (JOHNSON; ONWUEGBUZIE, 2004), com aplicação de instrumentos de viés quantitativo e elaboração de gráficos, e com análise de cunho qualitativo. Foram sujeitos desta pesquisa 21 professores de nível superior em cursos de licenciaturas, respondentes de um questionário online, dividido em duas seções: questões que abordavam o perfil dos professores; e perguntas sobre a Andragogia e o grau de importância atribuído aos seis pressupostos andragógicos. Conforme análise, verificou-se que os seis pressupostos foram classificados pela maior parte dos 21 professores como importante/muito importante com uma pequena parcela (dois professores, correspondendo a 9,5%) que se utilizou da classificação “pouco importante”. Dessa maneira, considera-se que o questionamento central da pesquisa, supramencionado, foi respondido afirmativamente. À vista dos resultados obtidos, reafirma-se a importância da difusão do conhecimento sobre Andragogia e seus pressupostos, uma vez que proporciona aos professores maior fundamentação teórica e subsídios em suas práticas, possibilitando-lhes ressignificá-las. 2022-01-19 2022-03-21T16:37:04Z 2022-03-21T16:37:04Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661980 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69175 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661980/27916 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661980/27917 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Contemporary Contemporáneo Contemporâneo Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 8 (2022): Continous Publication; e022029 Revista Internacional de Educação Superior; Vol. 8 (2022): Publicação contínua ; e022029 Revista Internacional de Educação Superior; v. 8 (2022): Publicação contínua ; e022029 2446-9424 |
| spellingShingle | Andragogy Andragogical assumptions University education Undergraduate professor Andragogia Pressupostos andragógicos Ensino superior Professores de licenciaturas Andragogía Presupuestos andragógicos Enseñanza superior Profesores de licenciatura Ferreira, Tássia Fernandes Magalhães Junior, Antônio Germano Nóbrega-Therrien, Silvia Maria Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title | Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title_full | Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title_fullStr | Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title_full_unstemmed | Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title_short | Andragogy in university education: The perception of undergraduate professors: the perception of undergraduate professors |
| title_sort | andragogy in university education: the perception of undergraduate professors: the perception of undergraduate professors |
| topic | Andragogy Andragogical assumptions University education Undergraduate professor Andragogia Pressupostos andragógicos Ensino superior Professores de licenciaturas Andragogía Presupuestos andragógicos Enseñanza superior Profesores de licenciatura |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661980 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69175 |