DEVELOPMENT OF ACADEMIC COMPETENCES IN HIGHER EDUCATION: THE TEACHING PRACTICE IN FOCUS

ABSTRACT: The article characterizes the social representations of the academic competence development in higher education and its reflection in pedagogical practices. Twelve teachers from a college of the Federal District were interviewed. Data were analyzed using IRaMuTeQ software and generated three classes: (a) focus on the task (technologist); (b) the formative role of the educator (education) and (c) practices aimed at the development of the student (baccalaureate). Results show that these professors develop their practices considering their professional habitat, respectively representing (a) actions related to student’s future work activity, focusing on tasks operationalization and accomplishment; (b) articulation between knowledge, values and ethical action in a humanized formative process; (c) and construction of knowledge by the students, involving professional performance. Social representations highlight the diversity of practices based on the professor area of teaching, revealing nearby worlds connected with the student’s future labor activity.

摘要：本文针对高等教育领域学术能力培养的社会表征（social representations）及其在教学实践中的映射展开研究。研究访谈了联邦区某高校的12名教师，采用IRaMuTeQ软件对采集的数据进行分析，最终得到三类表征：(a) 任务导向的技术专家型；(b) 彰显教育者养成教育角色的教育导向型；(c) 以学生发展为目标的本科导向型。结果显示，上述教师均依托自身所处的职业场域开展教学实践，分别对应：(a) 围绕学生未来职场活动展开的教学行为，聚焦任务的实操化落地与完成；(b) 在人性化养成教育过程中实现知识、价值与伦理行动的有机融合；(c) 结合职业实践开展学生的知识建构活动。本次研究的社会表征凸显了基于教师授课学科领域的实践多样性，揭示了与学生未来职场活动紧密关联的多元教学语境。