Resumo

CHACIN, Migdy  e  BRICENO, Magally. Professors and the integration of didactics in the university teaching. Paradìgma [online]. 2008, vol.29, n.1, pp.21-40. ISSN 1011-2251.

Two problems we have identified through experience are (a) Relatively poor value assigned by colleges to didactics as major guides for teaching, and (b) insufficient teacher knowledge and reflection on how they teach. The purpose of this study was to know the meaning that college teachers assign to didactic knowledge. The context was a general teaching skills course named Didactic of Disciplines. Several college professors from different universities participated. Information was gathered through participant observation and group discussion and analyzed for proximities, contradictions and complementation. Results show that there is a cognitive discrepancy in the didactic knowledge of the teachers, since they emphasize their instrumental character. Main conclusions aim to the search for a Didactic concept that would allow for its integration and application in teaching. Such a concept would  be conditioned by the meaning and representations the professors have and by their influences on experience, thought and value formation.

Palavras-chave : Didactic; college teaching and learning.