Teaching and learning processes’ conceptions at a military academy

Abstract

DOI: http://dx.doi.org/10.14244/19827199971

This paper was part of a doctoral research developed at a Military Academy in the attempt to map specificities of teaching and learning processes carried out by military airmen instructors, regarding teaching’s theory-practice conception and also flying cadet’s teaching and learning processes. Three military airmen and 78 senior flying cadets from Military Aviation Academy were the study’s subjects. The research methodology involved qualitative and quantitative approaches, based on semi-structured and open interviews and a questionnaire applied to the instructors, and a single questionnaire applied to the flying cadets. Research findings reveal that the ideas presented by the instructors are very similar to cadets’ thoughts, since both emphasize: the importance of dialogue during classes; the teacher-student relationship; the irrelevance of teachers who read slides; the belief that teaching is a way of transferring knowledge; and that learning means assimilating and applying knowledge. Furthermore, it is concluded that despite the fact that instructors didn’t received proper teaching training, they learn how to teach throughout their classroom experience and, initially, use as reference teachers and supplies from the time they were students themselves. As to the flying cadets, they are avid for knowledge, enjoy challenging classes and are willing to participate, actively, in the teaching and learning process.

Keywords: Military instructor, Flying cadet, Military education.