Author(s): Rodrigues, Ana Luísa
Date: 2022
Persistent ID: http://hdl.handle.net/10451/50809
Origin: Repositório da Universidade de Lisboa
Subject(s): Accounting education; Active learning; Didactics; Generic skills; Preservice teacher education; Technological skills
The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse 1) how students’ technological skill development can be promoted, 2) in what way the integration of digital technologies in the curriculum is managed, and 3) what influence teaching, assessment, and learning methods have in the development of generic skills, especially technological skills. It presents a case study in the Master’s degree in Economics and Accounting Teaching that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.
