From action to learning:
development of teaching skills based on active strategies in graduate programs
DOI:
https://doi.org/10.22478/ufpb.2238-104X.2025v15n1.73260Keywords:
Learning in action, Active strategies, Experiential learning, Teacher training itineraryAbstract
Purpose: This research aimed to understand the action learning approach in the context of teacher training in Management courses at the graduate level. Methodology: To this end, the theoretical lens used was the action learning system. This study is qualitative in that data was collected in four phases and at three different times: form (pre-interview); semi-structured interview (before the simulated class); class notes, and semi-structured interview (after the class). The ten students who participated in the research were enrolled in a course for teacher training taught in a graduate program at a Higher Education Institution (HEI). Main results: The main results show that learning in action enhances the development of competences relevant to teaching practice. Academic contributions: As the main theoretical contributions, this study advances the scope of the action learning system for teacher training, outlines the spectrum of active learning, and reveals a new dimension of competence developed by the approach. Practical contributions: Practical contributions are also established, such as the elucidation of a set of tools for teaching in graduate programs.
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