Abstract:

This paper presents the result of an investigation that aimed to identify the possible causes of Pedagogy teacher’s resistance against Distance Education (DE) approach. The survey consisted of a qualitative, descriptive, naturalistic-constructive analysis, enriched by the contributions from Discourse Textual Analysis (DTA). We investigated Pedagogy´s teachers in order to identify their opinion about virtual undergraduate courses. We assume that their resistance might be linked to a lack of practical experience with methodologies related to EAD. The interpretation of the results indicates that teachers who have lack of fluency regarding the use of technologies as tool to support teaching-learning activities are the most resilient. These teachers generally use technological tools to communicate and to organize their materials. So, we conclude that generally the resistance came from miss knowledge and a lack of daily practice regarding DE. It should be noted that the diversity of methodologies to teach should be preserved at the academic, since it is a basic assumption for the development of knowledge, but also it cannot be used as an excuse to ignoring DE possibilities.

Keywords:

Teacher´s formation, distance education, Higher Education.