Didactics in Dental education: professors’ perceptions

• Autor(a) principal: Simão Moraes, Gustavo
• Data de Publicação: 2018
• Outros Autores: Almeida Mecca, Leomar Emanuel, Terumi Jitumori, Renata, Dalmolin, Ana Cláudia, Huller, Daniela, Stadler Wambier, Denise, da Luz Stadler, Rita de Cassia
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista da ABENO (Online)
• DOI: 10.30979/rev.abeno.v18i2.451
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/451
• topic: Faculty; Dental. Teaching. Education; Higher.; Docentes de Odontologia. Ensino. Educação Superior.

Professors at higher education programs are exposed to challenges and obstacles. In order to overcome them, they need to develop specific skills, especially the art of teaching. The aim of this exploratory descriptive study was to investigate the perspectives of professors of Dentistry, considering different moments of their   careers. The sample consisted of professors with up to five years or more than five years of teaching experience at the Ponta Grossa State University.  53 volunteers were interviewed, but from these, only six professors had up to five years of experience. Therefore, the same number of questionnaires from the group with more than five years of practice was randomized, to keep both groups similar. Participants answered an open, semi-structured and self-administered questionnaire on "Teaching in higher education: challenges and perspectives”. The Discourse of the Collective Subject method (DCS) and word clouds were used for data compilation and analysis. The results showed that the questions regarding the relationship between professor and student and the teaching-learning process were highlighted. We conclude that, despite being similar, the perspectives around the teaching practice diverge in some points. Professors’ concerns have different approaches, however, they face the same difficulties, no matter how experient they are.