Training models in nursing and curricular development: Transition towards a new teacher’s professionalism
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.56732/pensarenf.v16i2.69 |
Resumo: | This paper, which is part of a research project about teaching professionalism and the competencies of nursing teachers, formed the basis of a presentation at the 11th Iberoamerican Conference on Nursing Education of the ALADEFE2. It seeks to analyze how changes in higher education and in the teaching of nursing are reflected in the conceptions of teaching and pedagogical practices and how teacher reference frameworks influence the training models in use in nursing education. This is an interpretive study that uses a mainly qualitative methodology and an inductive analysis of semi-structured interviews (with twenty coordinating professors and eight assistant professors), which also involved observation of a sub-group of four professors, within a perspective involving a critical and interpretative perspective of reality (Denzin and Lincoln,1994; Morse, 2005; Creswell, 2010; Minayo, 2010). The results show a diversity of guiding models for pedagogical practices, ranging from teaching paradigms of a transmissive nature to self-regulated learning. The paradigm shift in conceptions, nursing practices and teaching has enabled two training logics to be identified: an applicationist logic and a constructivist logic, which indicates a transition in the training models towards others based on a paradigm inspired by the complex reality of professional nursing and teaching. 2 11th Iberoamerican Conference, 3rd Latin American-European Meeting and 4th Research Symposium on Nursing Education of the ALADEFE – COIMBRA/PORTUGAL - 2011. |
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Training models in nursing and curricular development: Transition towards a new teacher’s professionalismModelos de formação em Enfermagem e desenvolvimento curricular: Transição para um novo profissionalismo docentetraining models in usetransitiontraining in nursing educationapplicationist and constructivist training logicsmodelos de formação em usotransiçãoensino de enfermagemlógicas aplicacionista e construtivistaThis paper, which is part of a research project about teaching professionalism and the competencies of nursing teachers, formed the basis of a presentation at the 11th Iberoamerican Conference on Nursing Education of the ALADEFE2. It seeks to analyze how changes in higher education and in the teaching of nursing are reflected in the conceptions of teaching and pedagogical practices and how teacher reference frameworks influence the training models in use in nursing education. This is an interpretive study that uses a mainly qualitative methodology and an inductive analysis of semi-structured interviews (with twenty coordinating professors and eight assistant professors), which also involved observation of a sub-group of four professors, within a perspective involving a critical and interpretative perspective of reality (Denzin and Lincoln,1994; Morse, 2005; Creswell, 2010; Minayo, 2010). The results show a diversity of guiding models for pedagogical practices, ranging from teaching paradigms of a transmissive nature to self-regulated learning. The paradigm shift in conceptions, nursing practices and teaching has enabled two training logics to be identified: an applicationist logic and a constructivist logic, which indicates a transition in the training models towards others based on a paradigm inspired by the complex reality of professional nursing and teaching. 2 11th Iberoamerican Conference, 3rd Latin American-European Meeting and 4th Research Symposium on Nursing Education of the ALADEFE – COIMBRA/PORTUGAL - 2011.Fazendo parte de uma investigação sobre profissionalismo docente e competências dos professores de enfermagem, este artigo baseia-se numa comunicação realizada em 2011 na XI Conferência Ibero-americana de Educação em Enfermagem da ALADEFE1. Pretende analisar como as mudanças no ensino superior e no ensino de enfermagem se refletem nas conceções de ensino e nas práticas pedagógicas e, como os quadros de referência dos professores influenciam os modelos de formação em uso no ensino de enfermagem. Trata-se de um estudo interpretativo que recorre a uma metodologia de natureza predominantemente qualitativa e a uma análise indutiva de entrevistas semiestruturadas (vinte professores coordenadores e adjuntos), tendo-se realizado também observação a um sub-grupo de quatro professores, numa perspetiva crítica e interpretativa da realidade (Denzin e Lincoln, 1994; Morse, 2005; Creswell, 2010; Minayo, 2010). Os resultados evidenciam uma diversidade de modelos orientadores das práticas pedagógicas, oscilando entre os paradigmas do ensino, de caráter transmissivo e o da aprendizagem autorregulada. A mudança de paradigma nas conceções, nas práticas de enfermagem e no ensino permite identificar duas lógicas de formação: a aplicacionista e a construtivista, o que indicia uma transição nos modelos de formação em uso para outros baseados num paradigma inspirado na complexa realidade profissional da enfermagem e da docência. 1 XI Conferência Ibero-americana, III Encontro Latinoamérica-Europa e IV Simpósio de Investigação de Educação em Enfermagem da ALADEFE. COIMBRA / PORTUGAL – 2011.Escola Superior de Enfermagem de Lisboa - ESEL/ CIDNUR2012-12-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.56732/pensarenf.v16i2.69https://doi.org/10.56732/pensarenf.v16i2.69Pensar Enfermagem ; Vol. 16 No. 2 (2012): Journal of Nursing Pensar Enfermagem; 2-30Pensar Enfermagem ; Vol. 16 N.º 2 (2012): Revista Científica Pensar Enfermagem; 2-301647-55260873-890410.56732/pensarenf.v16i2reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://pensarenfermagem.esel.pt/index.php/esel/article/view/69https://pensarenfermagem.esel.pt/index.php/esel/article/view/69/64Mestrinho, Maria de Guadalupeinfo:eu-repo/semantics/openAccess2023-09-26T10:37:54Zoai:pensarenfermagem.esel.pt:article/69Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:31:08.976618Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism Modelos de formação em Enfermagem e desenvolvimento curricular: Transição para um novo profissionalismo docente |
title |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
spellingShingle |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism Mestrinho, Maria de Guadalupe training models in use transition training in nursing education applicationist and constructivist training logics modelos de formação em uso transição ensino de enfermagem lógicas aplicacionista e construtivista |
title_short |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
title_full |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
title_fullStr |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
title_full_unstemmed |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
title_sort |
Training models in nursing and curricular development: Transition towards a new teacher’s professionalism |
author |
Mestrinho, Maria de Guadalupe |
author_facet |
Mestrinho, Maria de Guadalupe |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mestrinho, Maria de Guadalupe |
dc.subject.por.fl_str_mv |
training models in use transition training in nursing education applicationist and constructivist training logics modelos de formação em uso transição ensino de enfermagem lógicas aplicacionista e construtivista |
topic |
training models in use transition training in nursing education applicationist and constructivist training logics modelos de formação em uso transição ensino de enfermagem lógicas aplicacionista e construtivista |
description |
This paper, which is part of a research project about teaching professionalism and the competencies of nursing teachers, formed the basis of a presentation at the 11th Iberoamerican Conference on Nursing Education of the ALADEFE2. It seeks to analyze how changes in higher education and in the teaching of nursing are reflected in the conceptions of teaching and pedagogical practices and how teacher reference frameworks influence the training models in use in nursing education. This is an interpretive study that uses a mainly qualitative methodology and an inductive analysis of semi-structured interviews (with twenty coordinating professors and eight assistant professors), which also involved observation of a sub-group of four professors, within a perspective involving a critical and interpretative perspective of reality (Denzin and Lincoln,1994; Morse, 2005; Creswell, 2010; Minayo, 2010). The results show a diversity of guiding models for pedagogical practices, ranging from teaching paradigms of a transmissive nature to self-regulated learning. The paradigm shift in conceptions, nursing practices and teaching has enabled two training logics to be identified: an applicationist logic and a constructivist logic, which indicates a transition in the training models towards others based on a paradigm inspired by the complex reality of professional nursing and teaching. 2 11th Iberoamerican Conference, 3rd Latin American-European Meeting and 4th Research Symposium on Nursing Education of the ALADEFE – COIMBRA/PORTUGAL - 2011. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.56732/pensarenf.v16i2.69 https://doi.org/10.56732/pensarenf.v16i2.69 |
url |
https://doi.org/10.56732/pensarenf.v16i2.69 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://pensarenfermagem.esel.pt/index.php/esel/article/view/69 https://pensarenfermagem.esel.pt/index.php/esel/article/view/69/64 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Escola Superior de Enfermagem de Lisboa - ESEL/ CIDNUR |
publisher.none.fl_str_mv |
Escola Superior de Enfermagem de Lisboa - ESEL/ CIDNUR |
dc.source.none.fl_str_mv |
Pensar Enfermagem ; Vol. 16 No. 2 (2012): Journal of Nursing Pensar Enfermagem; 2-30 Pensar Enfermagem ; Vol. 16 N.º 2 (2012): Revista Científica Pensar Enfermagem; 2-30 1647-5526 0873-8904 10.56732/pensarenf.v16i2 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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