O APRENDIZADO NA PERCEPÇÃO DOS DOCENTES DO CURSO DE ADMINISTRAÇÃO DE UMA UNIVERSIDADE CATARINENSE SOB A ÓTICA DAS ABORDAGENS PEDAGÓGICAS DE MIZUKAMI/LEARNING IN PERCEPTION OF THE BOARD OF COURSE TEACHERS OF A CATARINENSE UNIVERSITY FROM THE PERSPECTIVE OF EDUCATIONAL APPROACHES OF MIZUKAMI

Mizukami (1986) searched to characterize the daily didactic-pedagogical of teachers through five approaches, which are: the traditional approach, behavioral approach, humanistic approach, cognitive approach and socio-cultural approach. With those concepts, it is presented the question research probl...

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Published inRevista de Administração de Roraima Vol. 5; no. 1; p. 4
Main Authors Ramos, Sheila Patrícia, da Silva, Júlio César, Domingues, Maria José Carvalho de Souza
Format Journal Article
LanguagePortuguese
Published Boa Vista Universidade Federal de Roraima. Revista de Administração de Roraima 01.01.2015
Subjects
Cognitive ability
Likert scale
Pedagogy
Studies
Teachers
Teaching methods
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Summary:Mizukami (1986) searched to characterize the daily didactic-pedagogical of teachers through five approaches, which are: the traditional approach, behavioral approach, humanistic approach, cognitive approach and socio-cultural approach. With those concepts, it is presented the question research problem: What is the perception of professors of administration course in relation to learning, analyzed from the perspective of educational approaches Mizukami? There were established in this study, aiming to identify the perspective of educational Mizukami approaches, the approaches used by the teachers of the Administration Course of a University of Santa Catarina in a learning process. The research is characterized as descriptive and quantitative by surveying. The target population was 31 teachers of the subjects face with a sample of 26 teachers. It was applied a structured questionnaire. Data were compiled on Likert scale of five points and were analyzed using an analysis of descriptive statistics. The main results showed a slight tendency to approach Cognitivist.
ISSN:2237-8057