Abstract:

The aim of this research is to describe how undergraduates enrolled in 2016 and 2017 in the Technoteaching discipline understand teaching practices. In face of a technological boom scenario that promotes changes in various spheres of society, including education, the way individuals’ access, produce, and share information and knowledge is presented under another bias. The teaching practices, based on historically acting models, appears in dissonance with the demands of society, revealing the need to develop a teacher training that integrates Teaching and Digital Technologies of Information and Communication (TDICs). A Case Study was developed in three stages: planning, data collection and analysis. The data obtained from the survey questionnaire was performed using a methodological triangulation focused on the considerations made to the following question: What is Teaching? It was perceived the predominance of the association between Teaching and teaching practice performed by the teacher who has the task to transmit the pre-established knowledge. However, it was noticed answers that related teaching practices to aspects considered innovatives such as construction, innovation, share, but in a reduced and punctual format. Revealing a scenario in which the teaching action needs to be modified, considering the technological knowledge. It is intended to continue this research in different contexts.

Keywords:

Teaching Practices, Undergraduates, Technoteaching.