PERCEPTION OF ACCOUNTING TEACHERS REGARDING FORMATIVE SPACES FOR TEACHING IN BRAZIL
DOI:
https://doi.org/10.11606/rco.v10i28.124789Keywords:
Accounting, Teacher education, Education, Formative spacesAbstract
The aim of this study was to analyze the perceptions of Accounting teachers, master’s and PhD holders in Brazil, regarding the formative teaching spaces as proposed by Swain & Stout (2000): Graduate program, Higher Education Institution (HEI) and individual effort. A survey with data collected through online questionnaire developed, validated and authorized by Swain & Stout (2000) was used as research strategy. In total, 425 questionnaires were obtained, 328 of these being Master’s and 97 PhD holders, where 378 of the total were teachers representing all states of Brazil. The main result of the study indicates that the responsibility for teacher education, both of the Graduate Program and of HEIs, is greater than the actual training provided by these formative spaces. Discussion on how graduate programs are forming their teachers is the contribution of this study.
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