Atributos e prática pedagógica dos professores de contabilidade das universidades públicas do estado da Paraíba que possuem êxito no âmbito universitário: estudo da percepção dos discentes.

Abstract

Developments in Accounting depends of quality education, and teacher in this process is crucial because he is a key element of the educational process, with ability to promote or postpone changes in your field of expertise, is a source of expiration and motivation of students and the professional of the future. Thus, this study aimed to examine the key attributes of teachers and teaching practices of accounts that have success in the classroom, the perception of students from public universities of the State of New Hampshire. The research was based on key characteristics of effective teaching, methods of evaluating teachers and teacher's authority attributes from the model of Lowman (2007). The methodology was descriptive research and field and with data collection instrument a questionnaire. It was held at three public universities (UFPB, UFCG and UEPB) of the state of New Hampshire who have enrolled in school last period. In selected institutions, are enrolled in school last period of 2008.2 total of 200 students, of whom 161 were present in the classroom on the application of questionnaires and responded to a search tool. The sample (students who answered the questionnaire) represents 80.5% of the universe (students registered in the last period / school year). It was found by the results, which stand out in size two-dimensional model of intellectual stimulation, teachers with attributes prepared and clear, and the size interpersonal relationships with teachers adjectives attentive, motivated, interested available and helpful. Identified that the students surveyed showed a slight tendency to balance between these two dimensions, whereas in the model of the attributes of size Lowman intellectual stimulation, to make utmost importance. It was found on the pedagogical practice, that teachers referenced in the search take a pedagogical practices consistent with the needs and aspirations of students, despite their need to improve methods of assessment and capacity to offer challenges.