Is didactic training essential for professors? The strategies applied by management professors in the classroom

Abstract

The purpose of this research is to understand the professors’ role and the strategies used by Management professors for a better performance in the classroom. This is a qualitative study, based on semi-structured interviews with professors in this field. The analysis is based on the inductive method proposed by Gioia, Corley and Hamilton. It shows that postgraduate training is commonly detached from professional practice, given that its main focus is on research in detriment of professor training; on the other hand, when a professor training course is offered, professors have a better understanding of their role in the teaching-learning process. Thus, here are some of the main contributions of this study: professor training develops significant skills in teaching performance, making professors more confident in their teaching practice; the combination of professor training with learning based on practice promotes better resourcefulness in the classroom; and learning from peers was the most commonly used strategy to resolve issues in the classroom.