The didactic-pedagogical innovation at the stricto sensu level can be the differential for a program to train qualified professionals for today's demands. Within this perspective, the study seeks to reflect on the application process and impacts of a teaching strategy based on the Teaching-Learning Patchwork Technique (TLPT) active methodology in a doctoral business administration course. Using duoethnography, the research was carried out with a teacher and two students, generating reflections of different visions about the same object, which provided a greater understanding of the phenomena experienced. The results support that TLPT promotes educational innovation from the promotion of teaching worked in small strategically selected parts, creating a creative, collaborative, and reflective environment. The research contributes to a reflection on educational policies regarding the stricto sensu graduate courses.
teaching-learning patchwork technique, active methodology, duoethnography, doctoral education
We are grateful for the valuable comments received from Lady Day Pereira de Souza, Quezia da Silva Rosa, Jhordano Malacarne Bravim, Pablo Capucho, and Everton Luiz Candido Luiz who worked in this paper as rival thinkers, as described in the study methodology. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
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Recommended APA Citation
Souza, J. S., Pedruzzi Junior, A., Matitz, Q. R., & Rese, N. (2024). Teaching-Learning Patchwork Technique: Proposed Active Methodology Applied to Doctoral Education. The Qualitative Report, 29(1), 283-307. https://doi.org/10.46743/2160-3715/2024.5950
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