Education involves formal and informal processes that are mutually dependent. One example is the interaction between the teacher's perception of good practice and their way of being – associated, by common sense, with formal education – and the whole of the teacher's worldview – associated with both formal education and experiences in other communities (informal education). Didactics is able to discuss this interaction, as it analyzes teaching, which includes teachers' work, in its Human, Technical and Political-social Dimensions. We therefore investigated how undergraduate students conceptualize a good teacher by means of a descriptive qualitative research, in which we obtained data through semi-structured interviews with four undergraduate students of natural sciences. The data obtained in the interviews was categorized a priori according to its identification with the dimensions of Didactics and then grouped into subcategories based on their identification with each other. The responses show that a good teacher has characteristics that involve affectivity (Human Dimension); performance and methodology (Technical Dimension) and democratic decisions in the classroom (Political-Social Dimension). It can be concluded that the participants perceive a good teacher as someone who has a good relationship with their students, tries to modify their lessons to benefit students' learning, but does not explicitly present a more pronounced social-political position.
|
