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From the analysis of Table 4, we conclude that the teacher (T) (10 references)
believes that teaching is student-centred and their students (St) (9 references) have the
perception that the teaching is teacher-centred. From the analysis of the notes taken
during classroom observation, it seemed to us that we could put the perception of the
teacher education in an teacher-centred perspective, because we found out that it was
always the teacher who took the initiative in organizing the classes in the form of well
organized lectures, since students demonstrated little participation and little initiative,
although they performed, in the classroom, group activities, such as is stated by a
student: “we almost always worked in groups”(St). Either the activities carried out in
the classroom or the activities outside the classroom were, overall, proposed by the
teacher, as seen on the grid notes, “The teacher organized the content to be presented
using essentially the lecture method, leading the student to undertake personal
research and to self-regulate the progression of his or her knowledge”.
We observed that the students did personal researches, requested by the teacher,
since they had to solve and formulate questions about the documents that the teacher
delivered in the institutional platform, which allowed them to regulate the progression
of their knowledge.
When answering the question of the interview, “How would you define teaching this
CU?” The students answered: “The teacher taught and we learned” (St); “We even
researched a lot”(St); “theoretical” (St); “we also work in group in some classes”(St).
These responses may allow us to confirm the passive attitude of the students in the
classroom, they would only participate when requested or when doing collaborative
work. As we have seen, while working collaboratively with peers, their learning was
in fact active, while performing tasks that required the analysis, understanding and
reflection, with exchange of ideas among the students, as evidenced by the comment
of a student, “we had to read very well all the articles, because asking questions about
them, it is not that easy”(St).
Concerning the students' answers to the interview, describing the teaching as
“theoretical”, we think they used the word with a certain ambiguity, as they may be
referring to the word as theoretical classes, or that the method is in fact a mere presentation
where knowledge is being transmitted and the student is receiving it passively. If the
second interpretation of the word is for some students true, for others it is not, as seen by
the references made by the student concerning the group work and the expression “we
researched a lot” (St); “The group work were not easy, but we all worked a lot”(St).
When we analyze the answers given by the teacher in the interview, we find out
that in his speech it is present a perception of his way of teaching this CU, in a
student-centred perspective (10 references), when he says, for example, that he builds
the knowledge with his students: “of co-construction of that activity”(T).
Just as, in his speech, the teacher demonstrates to value activities that already take
into account the knowledge that students already have, “It's about who they are in
terms of motivation, in terms of the skills they already have and the knowledge that
they already possess. So they have a learning level of development that I think should
take into consideration since I'm aiming their learning development”(T) and advance
in the construction of knowledge only when he realizes that the students are building
the body of knowledge appropriate to advance to the following structure of new
knowledge, “but it is a way for me to try to understand if they are understanding what
I intent to transmit and if I have the capacity to do so”(T).
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