Trajectory and challenges of accounting professionals in higher education teaching

Abstract

This study aimed to analyze the trajectory of accounting professionals, since the conclusion of their graduations as bachelors, the practical performance in offices, the search for didactic improvement and the transition to the career of teacher. In addition, the study sought to identify and understand the challenges faced by these professionals along this path. The deductive method was used, which starts from general phenomena and comprehensive theories to contextualize a specific reality, adopting a qualitative approach with bibliographic and field procedures. Data collection was performed through interviews and semi-structured questionnaires, allowing the analysis of the trajectories and challenges faced by accounting professors. The relevant results of this research highlight the following aspects: the challenges faced by accountants when entering teaching, such as the difficulty in obtaining respect in the classroom, the importance of continuous training in didactic issues and in specific content of the discipline, in addition to the need for recognition and professional and financial appreciation by institutions towards teachers. It was also concluded that, to become a professor in the accounting area, it is necessary to have specific skills and characteristics of teaching, as well as to seek a graduate program that provides the development of didactics in higher education. In addition, it is necessary to deal with the uncertainties related to the ways of transmitting knowledge and adapting to students with different personalities.

DOI:https://doi.org/10.56238/ptoketheeducati-021