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Cunha, M. I. (2004). Teaching as Complex Action: The Role of Didacticism in the Formation of Professors. In J. P. Romanowski, P. L. O. Martins, & S. R. A. Junqueira (Orgs.), Local Knowledge and Universal Logic: Research, Didactics and Teaching Action (pp. 31-42). Curitiba: Champagnat.

has been cited by the following article:

• TITLE: Teaching Practice Representations in Higher Education from the Perspective of Students: Contributions for Professor Training

  AUTHORS: Gildo Volpato, Angela Cristina Di Palma Back

  KEYWORDS: Professor’s Training, Teaching Practice Representations, Teaching and Learning, Higher Education, Higher Education Professor

  JOURNAL NAME: Creative Education, Vol.7 No.15, September 27, 2016

  ABSTRACT: This article discusses the representations of higher education teaching practice according to the students’ perspective. The sample comprised 393 students and 14 professors of three universities of Santa Catarina State in Brazil that traditionally conferred degrees upon professionals of Law, Civil Engineering and Medicine. Among the theorists brought into the discussion, we can mention Berstein (1990), Bourdieu (1983, 1990), Chauí (2001), and Tardif (2002). Then we present the obtained results by mapping the students’ parameters and value judgments of their positive assessment of professors and teaching practice in order to contribute to future discussion in terms of professors’ training.