Relationship between teacher training, teaching methodologies and exam results of the national financial performance of accountancy graduate students - DOI: http://dx.doi.org/10.16930/2237-7662/rccc.v15n45p63-77
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https://doi.org/10.16930/2237-7662/rccc.v15n45p63-77Keywords:
Teacher training, Preliminary course concept, Teaching methodologies.Abstract
The study aims at examining the relationship between teacher education, teaching methodologies and exam results of the National Examination Performance of Accounting Students (ENADE). A descriptive research with finding and quantitative results was carried out. A discriminant analysis using the LhStat® was used. The study population comprised the 16 higher education institutions (HEI) of Santa Catarina Association of Educational Foundations (ACAFE). The sample consisted of 10 IES. The study results indicated that there is a relationship between teacher training in Accounting courses and teaching-learning methodologies displayed in the result of ENADE 2012. Noteworthy is that teacher training that most influences the concept of ENADE is the Doctorate. Already regarding the teaching methodologies, discussion of cases, problem-based studies and field practical classes respectively, are the ones that most influence the concept.
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Published
2016-07-26
How to Cite
Vogt, M., Degenhart, L., & Biavatti, V. T. (2016). Relationship between teacher training, teaching methodologies and exam results of the national financial performance of accountancy graduate students - DOI: http://dx.doi.org/10.16930/2237-7662/rccc.v15n45p63-77. Revista Catarinense Da Ciência Contábil, 15(45), p. 63–77. https://doi.org/10.16930/2237-7662/rccc.v15n45p63-77
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