TEACHING KNOWLEDGE NECESSARY TO WORK IN THE DISTANCE GASTRONOMY COURSE

Abstract

The undergraduate courses of Gastronomy are courses focused on a field of action that privilege professional education and their aims are focusing on preparing the student for the job market. Since the creation, they were courses realized only face-to-face course. With the advancement of digital information and communication technologies, universities started to offer the course in blended education and distance education. Thus, the objective of this study is to identify which teaching knowledge is summoned up by the teachers who work in Gastronomy undergraduate distance course. Two courses were investigated, one in the blended education and another in the distance modality. The research, that was develop during a master’s degree, is qualitative. Nine teachers participated in the data production, who answered questionnaire and an interview. The theoretical basis was based on the teaching knowledge proposed by Tardif (2002). Data analysis was based on the assumptions of the content analysis. The data indicate that teachers summon up different knowledge for the teaching action in distance courses, due to the various activities inherent to the teaching work. Also, for teaching in Gastronomy distance course, there is a need to develop new knowledge.