Pedagogical knowledge and practices in the business management teaching-learning process: a scoping review
DOI:
https://doi.org/10.18675/1981-8106.v31.n.64.s14702Keywords:
Scoping review. Teaching knowledge. Pedagogical practices. Teacher’s training.Abstract
This article sought to verify how the literature has treated knowledge articulated in teaching practices in the context of teaching and learning in Management. To this end, this study consists of a scoping review of six scientific articles published in English between 1997 and 2018 in international journals. The results indicate seven knowledge articulated to teaching practices, namely evaluation, teaching, curriculum structuring and content definition, politics, role interpretation, cultural context, and organizational simulation. These pieces of knowledge, even those supported by didactic-pedagogical knowledge, are crossed by those built during the life trajectory of Management professors, thus influencing the way they are articulated. This study presents an important theoretical contribution to the literature, showing that these pieces of knowledge are influenced by professors’ interests when articulated to their pedagogical practices, creating potential gaps for empirical studies that consider these analytical categories.
References
ADETAYO, J. An Investigation of Assessment Practices by Teachers Business Education Subjects. Academic Leadership: The Online Journal, v. 6, n. 3, p. 6, 2008.
BENSON, V.; ANDERSON, D.; OOMS, A. Educator's perceptions, attitudes and practices: blended learning in business and management education. Research in Learning Technology, v. 19, n. 2, p. 143-154, 2011.
BOURDIEU, P. Razões práticas: sobre a teoria da ação. 11. ed. Campinas: Papirus, 2011.
BRASIL. Plano Nacional de Pós-Graduação: PNPG 2011-2020. Brasília, DF: Capes, 2010.
BROOK, C.; MILNER, C. Reflections on “creative” action learning in business education: some issues in its theory and practice. Teaching in Higher Education, Oxfordshire, v. 19, n. 2, p. 126-137, 2014.
CHRISTIE, M. et al. Putting transformative learning into practice. Australian Journal of Adult Learning, Underdale, v. 55, n. 1, p. 9-30, 2015.
CISHE, N.; MANTLANA, D.; NYEMBEZI, N. Teaching practices from a theorical perspective. International Journal of Education Sciences, Haryana, v. 9, n. 2, p. 163-171, 2015.
COHEN, I. J. Teoria da estruturação e práxis social. In: GIDDENS, A.; TURNER, J. (org.). Teoria social hoje. São Paulo: Editora Unesp, 1999. p. 393-446.
CRUZ, G. B. Didática e docência no ensino superior. Revista Brasileira de Estudos Pedagógicos, Brasília, DF, v. 98, n. 250, p. 672-689, 2017.
DARDAS, L. A. et al. Nursing research in the Arab region: a bibliometric analysis. International Journal of Nursing Practice, Carlton, v. 25, n. 3, art. e12716, 2019.
FISCHER, T. Uma luz sobre as práticas docentes na pós-graduação: a pesquisa sobre ensino e aprendizagem em Administração. Revista de Administração Contemporânea, Rio de Janeiro, v. 10, n. 4, p. 193-197, 2006.
FORRESTER, J.; OLDHAM, M. The use of case studies in pre-experience business education Part II—Using case studies effectively. The Vocational Aspect of Education, v. 33, n. 86, p. 67-71, 1981.
GHERARDI, S. To start practice theorizing anew: the contribution of the concepts of agencement and formativeness. Organization, Thousand Oaks, v. 23, n. 5, p. 680-698, 2016.
GIRI, A. K. Management Education and the Teaching of Ethics: Pedagogy, Practice and the Challenge of a New Initiative. Journal of Human Values, v. 3, n. 1, p. 3-19, 1997.
HOIDN, S.; OLBERT-BOCK, S. Learning and teaching research methods in management education: Development of a curriculum to combine theory and practice–a Swiss case. International Journal of Educational Management, 2016.
HOLIAN, R. The practice of management education in Australian universities. Management Decision, 2004.
INGLESE, Terry; VON KUTZSCHENBACH, Michael; WITSCHEL, Hans-Friedrich. Enhancing reflective practices within business management education: what kinds of e-learning scenarios can be designed? In: Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning. 2019. p. 108-113.
KUHN, C.; ALONZO, A. C.; ZLATKIN-TROITSCHANSKAIA, O. Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training. Empirical Research in Vocational Education and Training, Heidelberg, v. 8, n. 5, art. 5, 2016.
LATOUR, Bruno. Network theory| networks, societies, spheres: Reflections of an actor-network theorist. International journal of communication, v. 5, p. 15, 2011.
MARDAHL-HANSEN, T. Teaching as a social practice. Nordic Psychology, v. 71, n. 1, p. 3-16, 2019.
PERRENOUD, P. et al. Formando professores profissionais: três conjuntos de questões. In: PERRENOUD, P. et al. (org.). Formando professores profissionais: quais estratégias? Quais competências? 2. ed. Porto Alegre: ArtMed, 2018.
PETERS M. D. J. et al. Scoping reviews. In: AROMATARIS E.; MUNN, Z. The Joanna Briggs Institute Reviewer’s Manual. Adelaide: Joanna Briggs Institute, 2017. Chapter 11.
RECKWITZ, A. Toward a theory of social practices: a development in culturalist theorizing. European Journal of Social Theory, London, v. 5, n. 2, p. 243-263, 2002.
ROMME, A. G. L.; PUTZEL, R. Designing management education: Practice what you teach. Simulation & Gaming, v. 34, n. 4, p. 512-530, 2003.
ROSSONI, L.; GUARIDO FILHO, E. R.; CORAIOLA, D. M. Recomendações metodológicas para a adoção da perspectiva da estruturação nos estudos organizacionais. Organizações e Sociedade, Salvador, v. 20, n. 66, p. 523-542, 2013.
RUHANEN, L. Bridging the divide between theory and practice: Experiential learning approaches for tourism and hospitality management education. Journal of Teaching in Travel & Tourism, v. 5, n. 4, p. 33-51, 2006.
SANTOS, L. L. S.; ALCADIPANI, R. S. Por uma epistemologia das práticas organizacionais: a contribuição de Theodore Schatzki. Organizações e Sociedade, Salvador, v. 22, n. 72, p. 79-98, 2015.
SCHATZKI, T. R. A primer on practices. In: HIGGS, J. et al. Practice-based education. Rotterdam: Sense Publishers, 2012. p. 13-26.
SCHATZKI, T. R. Persons and practices. Journal of Management Theory and Practice, Kuala Nerus, v. 7, n. 1, p. 26-53, 2017.
SILVA JÚNIOR, J. R.; SCHUGURENSKY, D.; ARAÚJO, J. B. Ciencia académica, intelectuales y el trabajo del profesor universitario en Brasil: convergencia y hegemonía. Revista de la Educación Superior, Ciudad de México, v. 44, n. 173, p. 157-179, 2015.
TARDIF, M. Saberes profissionais dos professores e conhecimentos universitários. Revista Brasileira de Educação, Rio de Janeiro, n. 13, p. 5-24, 2000.
TARDIF, M.; LESSARD, C. O trabalho docente: elementos para uma teoria da docência como profissão de interações humanas. 5. ed. Petrópolis: Vozes, 2009.
WALSHAW, M. Teacher knowledge as fundamental to effective teaching practice. Journal of Mathematics Teacher Education, Cham, v. 15, n. 3, p. 181-185, 2012.
XU, J.; WANG, L. " Financial Management" Teaching Practice Research Based on EBL Teaching Model. In: 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. p. 40-43.
ZHANG, X.; FU, P.; XI, Y. Promoting management education in China through developing practice-based management theories: An interview with practitioner-scholar Youmin Xi. Journal of Management Inquiry, v. 27, n. 2, p. 212-223, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
