A REFLECTION EXERCISE ON TEACHING PRACTICE: FEARS HIDDEN?

Abstract

The following research focuses on the problematic that graduate professors face to use the research - action methodology. The study's goal is to comprehend the implications that analyzing the teaching practice, trough the research -action method, has for professors. The case study, from a qualitative approach, is followed in this research, and in order to justify its credibility and with validation purposes, the information is triangulated. In the results, the authors found that professors improved their teaching practice and learned how to apply the research - action methodology. Among the findings, this research shows that there is a generation gap between new professors and the ones with more seniority. In addition, senior professors showed resistance to analyze their teaching practice.

Keywords

• training teaching and behavior disruptive
• Teaching practice
• research - action methodology
• systematization
• case-study