IMPLICATIONS OF THE USE OF ACTIVE TEACHING STRATEGIES FOR TRAINING UNDERGRADUATE STUDENTS IN HOSPITALITY

ABSTRACT:

This work analyzes the implications of the use of active teaching strategies, based on their application in a theoretical-practical discipline, in the training of students of the undergraduate course in Hospitality of a federal higher education institution. It is based on an interpretative and qualitative perspective, and is characterized as an exploratory case study to investigate the use of active teaching strategies by a teacher on the Introduction to Administration course of the bachelor’s degree in hospitality. A focus group was conducted with twenty students enrolled on the course, to elicit their views on how the active teaching strategies had affected their learning. The results, analyzed using the method of content analysis, indicate that the students willingly complied with the activities developed to make the classes more dynamic and improve their skills, as they promoted creativity, reflection and teamwork. However, this requires mastery by the teachers to ensure that the group feels confident to take part in the activities. It also requires the engagement and maturity of the work groups, and changes to the structural and institutional environments to create a teaching culture that is focused on active teaching strategies, as a means of enhancing the students’ learning process and promoting a process of training that will prepare students for professional performance.

KEYWORDS:
Active teaching strategies; Students; Hospitality