Special Issue: Challenges of Teaching in Undergraduate Business Administration C
Guest Editors:
Prof. Manolita Correia Lima (ESPM)
Prof. Marcelo Bispo (UFPB)
Prof. Pedro Demo (UNB)
Scientific Editor:
Prof. Diogenes Souza Bido (Mackenzie)
The Editors make public the Special Call for academic and technical productions related to the theme Challenges of Teaching in Undergraduate Courses in Administration.
Knowledge-intensive societies presuppose learning-intensive institutions, and the challenges involved in the learning process subvert the logic of teaching and learning.
In this context, the profile and responsibilities of teachers change, presuppose competencies that are difficult to be spontaneously developed – Teachers who understand the principles that underpin the theory of knowledge and who are familiar with at least one theory of learning; knowledge in a given field of knowledge, without compromising the ability to establish transversal dialogues between different areas of knowledge; pedagogical proficiency that allows planning, carry out and evaluate the process and outcomes of learning-led teaching; repertoire that helps mobilize the student for learning, including the orientation of activities that move between study and research; ability to assess learning procedurally and provide feedback; have some level of digital literacy, etc.
If the demands of the learning process seem incompatible with working in crumbs, learning-oriented teaching requires sufficient time for the teacher to establish virtuous relationships between teaching, learning, and scientific research.
Paradoxically, the more knowledge is valued as a process, the more the teaching responsibilities gain in complexity, the more the social devaluation of the teacher worsens.
Considering the above context, it would be helpful to move forward on issues that involve the following agenda:
- Public policies aimed at the pedagogical training of undergraduate teachers; Initial and continuing education programs for undergraduate teachers; Development of pedagogical skills.
- Challenges of teacher professionalization in relation to teaching as a second occupation; Performance of non-research and non-teaching researchers in Higher Education; Trajectories of teachers' careers.
- Higher education and the myth of pedagogical innovation; Indicators of evaluation and (de)valuation of teaching work; pleasure and suffering in the teaching work.
- Challenges of teaching and learning, student apathy, repercussions on the teaching work in undergraduate courses.
- Teaching work in the face of educational technologies, hybrid education, hybridization of education, digital transformation and personalized learning.
- Future perspectives for the teacher on teaching methodologies in Administration in a global environment, in view of the SDGs (Sustainable Development Goals).
It is expected to attract authors of academic articles, technical products and teaching cases that contribute to the densification of the national production on the Professor in the context of higher education, considering different theoretical and methodological perspectives.
Submitted papers must be unpublished, unpublished and not submitted for publication in national or international journals. They must be aligned with the rules and editorial policy of the Journal Administration: Teaching and Research – RAEP. And they must be submitted exclusively through the Journal's system: https://raep.emnuvens.com.br/raep/about/submissions, until September 30, 2024.
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