Resumen

ALVES, Iron Pedreira  y  IGNACIO POZO, Juan. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.41, pp.191-203. ISSN 0104-7043.

This study aims (1) to analyze the conceptions of university professors about the relationship between the learning requirements presented by their students and the learning/teaching of their disciplines, within the conceptual framework of implicit theories on teaching and learning, and (2) to evaluate possible differences between the conceptions of professors of educational psychology and professors in charge of other training courses. A semi-structured interview was held with 32 professors from public and private universities in the area of education, in the state of Bahia, Brazil. The interviewed group was formed by 16 professors from educational psychology subject and 16 from other subjects. The interviews were recorded, transcribed and analyzed according to the content analysis. The results suggest that the professors adopt mostly an interpretative conception of teaching and learning, which agrees with previous studies on implicit theories. Besides this, clear differences between the conceptions of the two groups of professors about the requirements for learning and teaching in their respective disciplines were not found.

Palabras clave : Implicit Theories; Requirements for Learning; Higher Education; Teacher Training.

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