The admission of a new generation of students of a dynamic profile, communicative, capable of multitasking, made the classroom of institutions of higher education heterogeneous, to the point of creating the necessity of rethinking the traditional method of teaching, giving way to the active methodologies. In literature, it can be found many active methodologies, which were categorized as use of art, strategies based on exposure, problematizing and dynamics, according to the techniques employed. However, the adoption of active methodologies starts from the teacher's and institutions' will. In this way, to understand the adoption of active methodologies is necessary research the profile of the teacher in relation of the stage of career that it is found (teacher's life cycle) and to graduation and experiences (teacher's qualification). Therefore, this work has as an objective identify the relation between the adoption of categories of active methodologies, the teacher's life cycle and the teacher's qualification in teaching in Undergraduate Accounting. To make this research, applied an online questionnaire to teachers of courses on Undergraduate Accounting in Brazil, where it got 441 valid answers. The data was analyzed descriptive and by the variance analysis (ANOVA), to compare the average of adoption to the variables studied. The results points that the adoption of categories of active methodologies is positively related to the teacher's life cycle, academic and professional experiences and pedagogical graduation (teacher's qualification). The main contribution of this study is to provide to decision makers of higher education institution, a tool that subsidizes new instructional strategies, while makes it possible to make a diagnosis of the faculty and consequently the generation of strategies for the institution to promote the teacher's development, with the intent to make better professionals. Ergo, from the institutional contribution, it is reached a personal contribution, in which, teachers that expand the pedagogical knowledge obtain, through the adoption of auxiliary active methodologies in the development of abilities and attitudes (soft skills), in addition to technical competences (hard skills) demanded of the accounting professional, such as, communication skills, critical thinking, collaboration and problem resolve.
Health professionals and their patients are subject to cross‐contamination and potential exposure to harmful infectious diseases. A common form of cross‐contamination is through dental procedures without proper instrument care and lack of hand hygiene. The aim of this systematic review was to evaluate the published research on the adherence of educators and students in academic dental institutions to hand hygiene procedures. This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and included articles collected in the Cochrane, LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. The initial search identified 1,196 articles. Ultimately, three studies were included for qualitative synthesis and two for the meta‐analysis. The three articles had similar characteristics of observational hand hygiene research involving educators and dental students. In all three, hand hygiene among dental students did not reach 50% of the total number of opportunities, which is a troubling result. Although the hand hygiene rate of educators was higher than that of dental students, these findings point to a need to further promote hand hygiene to future professionals to avoid cross‐contamination between health professionals and patients.
The objective of this study is to identify and analyze the relationship between the adoption of active methodologies and the teaching life cycle and qualifications of teachers in undergraduate courses in accounting. Thus, a diagnosis is presented regarding the adoption of active methodologies by undergraduate accounting teachers in Brazil, based on the life cycle and qualifications of teaching staff. This study offers a diagnostic tool for teaching staff to support the adoption of active methodologies in the context of teaching accounting, which is affected by the demand for new pedagogical practices to develop soft skills, something that is scarcely addressed in the related literature. Because this adoption depends, in particular, on the teacher’s willingness, investigating factors related to teachers enables it to be identified how much they are likely to adopt active methodologies. As a research strategy, an online questionnaire was used, as well as descriptive and variance analysis (ANOVA) to treat the data. The study presents the evidence that the teaching life cycle, pedagogical qualifications, and professional qualifications are positively related to the adoption of active methodologies, while academic qualifications are negatively related to this adoption. Thus, three contributions of this study can be mentioned: institutional, personal, and academic. At the institutional level, it offers decision makers at higher education institutions (HEIs) a tool capable of supporting the implementation of active methodologies, while enabling faculty performance diagnoses to be carried out, identifying the teachers who are more and less likely to adopt active methods. At the personal level, it highlights the need for teachers to keep up to date in terms of new pedagogical practices, in which hard skills and soft skills are developed. At the academic level, it contributes by providing the literature with results on the themes involved.
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