Active Methodologies And Teacher Engagement: A Reflection On The Difficulties Faced By Higher Education Teachers

The general objective of this study was to know the engagement of teachers during the transition from traditional teaching models to the use of innovative methodologies in their higher education classes. And the specifics: to know the difficulties of teachers during the planning and conducting of innovative classes; describe teachers perceptions of the use of innovative teaching and learning methods; introduce how teachers engage to learn new teaching methods. In recent years, much has been discussed about the use of active methodologies in higher education. However, it seems that there is more theory than effective practice among teachers. What difficulties do teachers face when trying to abandon the traditional teaching model and move to a disruptive model? What are the teachers perceptions regarding the use of active methodologies? How do teachers engage in learning and practicing new teaching and learning methods? Given the researchers concerns, this qualitative study was conducted through an extension course, which enabled the collection of data from the virtual classroom (Google Classroom), the learning diary and the debates conducted via WhatsApp. The results presented time as one of the biggest problems experienced by teachers in their daily lives, which highlighted positive and negative points of their perception regarding the use of active methodologies and exposed their teaching engagement in relation to them.