CONTINUING EDUCATION FOR TEACHERS OF THE TECHNICAL SALES COURSE IN VOCATIONAL EDUCATION: A DESCRIPTIVE ANALYSIS OF ACTIVE METHODOLOGIES MANIFESTED IN TEACHING PRACTICE
DOI:
https://doi.org/10.56238/levv16n55-120Keywords:
Teacher Training, Technical Education, Active Methodologies, Vocational EducationAbstract
This article aims to describe the active methodologies manifested by teachers of the Technical Sales course of the Technical Professional Education of the State of São Paulo after participating in a continuing education process. The research involved six multiplier teachers from the Sales course and 256 course teachers, of whom 196 fully responded to a reflective questionnaire used as a data collection instrument. The open-ended responses constituted the corpus of the investigation, which was developed using a qualitative approach of an exclusively descriptive nature, based on the Content Analysis proposed by Bardin (2016). The analysis sought to identify the recurrence of active methodologies in teaching discourses, considering practices such as gamification, role-playing, storytelling, problem-based learning, design thinking, maker culture, peer learning, and computational thinking. The results show a predominance of methodologies associated with simulation, engagement, and interaction, indicating trends in pedagogical appropriation focused on practical application and contextualization in technical education in Sales. The study contributes by offering a descriptive overview of the methodological practices manifested by teachers, providing support for the improvement of policies and continuing education programs in Technical Professional Education.
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