The teacher (still) in the center of the teaching-learning process in Dentistry

• Autor(a) principal: Noro, Luiz Roberto Augusto
• Data de Publicação: 2015
• Outros Autores: Farias-Santos, Bárbara Cássia de Santana, Sette-de-Souza, Pedro Henrique, Cruz, Rayanne Karina Silva, Pinheiro, Isabel Alves Gomes, Borges, Raul Elton Araújo, Nunes, Luana Maria Ferreira, Silva, Samara Martins
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/146
• topic: Teaching. Faculty Dental. Staff Develop-ment. Dentistry.; Ensino. Docentes de Odontologia. Desenvol-vimento de Pessoal. Odontologia.

There is recognition of the need for change in education of health professionals to face the need to train professionals able to respond to social demands and bring with it higher quality of life for the population. For this, it is essential to discuss how the teacher fits in this context since it is their responsibility for the conduct of the educational process. The aim of this study was to analyze the perception of undergraduate students of dentistry at the Federal University of Rio Grande do Norte (UFRN) about the role of the teacher in the teaching -learning process. This is a qualitative study, conducted by the technique of focus groups composed of regular students of 2nd, 3rd, 4th, 8th, and 9th periods/semesters, in the year 2012. Respondent students em phasized   the  teacher  as  largely responsible for their learning, in so being in the center of the teaching-learning process. In analysis of the data, four categories emerged: methodology adopted by the teacher, teacher / student relationship as influential in the learning process, lack of autonomy for the student, and teacher training. The study showed that the teacher is still kept in the center of the teaching process according to the passivity of students in not taking their role as co-responsible for their learning, possibly because of the stance taken by the teacher, focused more on technique and with little basis in active teaching methodologies. In other words, not enough hands-on learning methodologies/activities are being implemented by the teachers.