E. Mendonça1, R. Cotta1, V. Lelis1, P. Carvalho Junior2

1Universidade Federal de Viçosa (BRAZIL)
2Faculdade de Medicina de Marília (BRAZIL)
The predominant teaching model, which is known as “traditional”, is characterized by the transmission of knowledge and an emphasis on memorization in detriment to critical thought. This traditional method is essentially based on lectures, in which the professor is the knowledgeable protagonist and the students faithfully reuse the knowledge they have memorized in tests. Consequently, recent discussions about university training have highlighted the importance of investing in training processes that break with traditional crystallized forms of teaching/learning and consider current trends in society, as well as technological advances, social needs and national curricular directives for graduation courses, among other aspects. This demands the planning of innovative educational arrangements.

The aim of the present study was to discuss the paradigms and trends of current university teaching as well as innovative training and teacher development strategies. Methodology: A research-action protocol was used as the theoretical and methodological framework. Teachers, masters students and doctorate students from different areas of expertise participated in this research. All 14 participants were active on different campuses of a single Brazilian public university. Data were collected using panorama up and down, Wordle and class diaries during a teacher training course for tutorials in a blended discipline. This course used the presupposed theories of the active teaching methodologies of teaching and significant learning, interfaced with information technology and communication.

The statements of the participants indicated a level of dissatisfaction with traditional teaching methods. They also stressed the importance of the professor being open to new things. The use of innovative teaching methods was considered an important strategy of change in the educational paradigm. The application of active methodologies transcended the simple knowledge of its technique in the view of the participants, who stressed a need to use them and above all, to reflect on their context of use. It is also important to analyze the viability of their application, considering that all of the participants belonged to a university in which graduate courses are structured in the traditional manner. The need to train and develop teachers was unanimously indicated by the professors, along with the development of time management, organization and communication skills, critical and reflective thought and knowledge of new technology.

Breaking away from traditional teaching methods requires institutional involvement in the planning and availability of teacher development courses, which give the individuals involved a desire for change and help them to plan and use new methodological arrangements. The training process for professionals that are involved in university teaching is designed along dialogic and participative lines. This process was shown to be effective in terms of increasing the awareness of these individuals about the importance of adding this type of training to the universities list of priorities, thereby helping to transform the institution´s teaching and learning practices.