PEDAGOGICAL KNOWLEDGE IN PRACTICE FOR TEACHERS: A CASE STUDY AT THE UNIVERSITY OF THE STATE OF MATO GROSSO

Abstract

This article aims to demonstrate the relevance of pedagogical knowledge in teaching practice of teacher education, with a view to mediation they provide for student learning. Initially, we conducted a literature review on teacher training college and the importance of pedagogical knowledge. In a second step, implemented a case study at the University of Mato Grosso (UNEMAT), Campus University Vale do Teles Pires, with teachers and students of undergraduate studies in Computer Science. Were conducted semi-structured questionnaires, with fourteen teachers and one hundred twenty six students of the course, to collect. Through analysis, it is noticed that some teachers point out that the pedagogical knowledge are important for teaching practice, for credit to them, comes the knowledge of methodologies that can be used in the classroom. Given this, it is emphasized that teachers understand the need of this knowledge, though few have had contact with that content in their training. Have the students emphasize the importance of this knowledge for the development of supervised internships in the Course and its future performance as educators.