Autoscopy in the process of training reflective professors

Detalhes bibliográficos
Autor(a) principal: Souza, Daniela Maysa de
Data de Publicação: 2019
Outros Autores: Backes, Vânia Marli Schubert, Prado, Marta Lenise do, Moya, José Luis Medina
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Rev Rene (Online)
DOI: 10.15253/2175-6783.20192040881
Texto Completo: http://periodicos.ufc.br/rene/article/view/40881
Resumo: Objective: to understand how autoscopy, supported by the Model of Action and Pedagogical Reasoning, contributes to the formation of reflective professors. Methods: a qualitative and descriptive study, carried out with a Nursing professor, of the Nursing Technical Course. For the collected data, through interviews, non-participant observation and autoscopy, content analysis was used, with the results interpreted in the light of the referential theorist of Shulman. Results: the perceptions reported by the professor before autoscopy differ from the post-autoscopy findings, demonstrating advances in the new comprehension. The structure of autoscopy, following Shulman's Model of Action and Pedagogical Reasoning, made possible reflective professor exercise. Conclusion: the inclusion of autoscopy in teacher training processes can stimulate reflective posture, allowing for advances in teaching practices.
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spelling Autoscopy in the process of training reflective professorsAutoscopia no processo de formação de docentes reflexivosFaculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.Docentes de Enfermagem; Prática do Docente de Enfermagem; Educação Técnica em Enfermagem; Pesquisa em Educação de Enfermagem; Autoavaliação.Objective: to understand how autoscopy, supported by the Model of Action and Pedagogical Reasoning, contributes to the formation of reflective professors. Methods: a qualitative and descriptive study, carried out with a Nursing professor, of the Nursing Technical Course. For the collected data, through interviews, non-participant observation and autoscopy, content analysis was used, with the results interpreted in the light of the referential theorist of Shulman. Results: the perceptions reported by the professor before autoscopy differ from the post-autoscopy findings, demonstrating advances in the new comprehension. The structure of autoscopy, following Shulman's Model of Action and Pedagogical Reasoning, made possible reflective professor exercise. Conclusion: the inclusion of autoscopy in teacher training processes can stimulate reflective posture, allowing for advances in teaching practices.Objetivo: compreender como a autoscopia, apoiada no Modelo de Ação e Raciocínio Pedagógico, contribui para formação de docentes reflexivos. Métodos: estudo qualitativo e descritivo, realizado com uma docente de Enfermagem, do Curso Técnico em Enfermagem. Para os dados coletados, por meio de entrevistas, observação não participante e autoscopia, foi utilizada análise de conteúdo, com os resultados interpretados à luz do referencial teórico de Shulman. Resultados: as percepções relatadas pela docente antes da autoscopia diferem das conclusões pós-autoscopia, demonstrando avanços na nova compreensão. A estrutura da autoscopia, seguindo o Modelo de Ação e Raciocínio Pedagógico de Shulman, possibilitou o exercício reflexivo docente. Conclusão: a inclusão da autoscopia nos processos de formação docente pode estimular postura reflexiva, permitindo avanços nas práticas de ensino.Universidade Federal do Ceará2019-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEstudo qualitativo, tipo estudo de casoapplication/pdfapplication/pdfhttp://periodicos.ufc.br/rene/article/view/4088110.15253/2175-6783.20192040881Rev Rene; Vol 20 (2019): Rev Rene; e40881Rev Rene; v. 20 (2019): Rev Rene; e408812175-67831517-3852reponame:Rev Rene (Online)instname:Universidade Federal do Ceará (UFC)instacron:UFCporenghttp://periodicos.ufc.br/rene/article/view/40881/pdfhttp://periodicos.ufc.br/rene/article/view/40881/pdf_1Copyright (c) 2019 Rev Renehttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSouza, Daniela Maysa deBackes, Vânia Marli SchubertPrado, Marta Lenise doMoya, José Luis Medina2020-05-28T15:34:47Zoai:periodicos.ufc:article/40881Revistahttp://periodicos.ufc.br/renePUBhttp://periodicos.ufc.br/rene/oairene@ufc.br||2175-67831517-3852opendoar:2020-05-28T15:34:47Rev Rene (Online) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Autoscopy in the process of training reflective professors
Autoscopia no processo de formação de docentes reflexivos
title Autoscopy in the process of training reflective professors
spellingShingle Autoscopy in the process of training reflective professors
Autoscopy in the process of training reflective professors
Souza, Daniela Maysa de
Faculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.
Docentes de Enfermagem; Prática do Docente de Enfermagem; Educação Técnica em Enfermagem; Pesquisa em Educação de Enfermagem; Autoavaliação.
Souza, Daniela Maysa de
Faculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.
Docentes de Enfermagem; Prática do Docente de Enfermagem; Educação Técnica em Enfermagem; Pesquisa em Educação de Enfermagem; Autoavaliação.
title_short Autoscopy in the process of training reflective professors
title_full Autoscopy in the process of training reflective professors
title_fullStr Autoscopy in the process of training reflective professors
Autoscopy in the process of training reflective professors
title_full_unstemmed Autoscopy in the process of training reflective professors
Autoscopy in the process of training reflective professors
title_sort Autoscopy in the process of training reflective professors
author Souza, Daniela Maysa de
author_facet Souza, Daniela Maysa de
Souza, Daniela Maysa de
Backes, Vânia Marli Schubert
Prado, Marta Lenise do
Moya, José Luis Medina
Backes, Vânia Marli Schubert
Prado, Marta Lenise do
Moya, José Luis Medina
author_role author
author2 Backes, Vânia Marli Schubert
Prado, Marta Lenise do
Moya, José Luis Medina
author2_role author
author
author
dc.contributor.author.fl_str_mv Souza, Daniela Maysa de
Backes, Vânia Marli Schubert
Prado, Marta Lenise do
Moya, José Luis Medina
dc.subject.por.fl_str_mv Faculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.
Docentes de Enfermagem; Prática do Docente de Enfermagem; Educação Técnica em Enfermagem; Pesquisa em Educação de Enfermagem; Autoavaliação.
topic Faculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.
Docentes de Enfermagem; Prática do Docente de Enfermagem; Educação Técnica em Enfermagem; Pesquisa em Educação de Enfermagem; Autoavaliação.
description Objective: to understand how autoscopy, supported by the Model of Action and Pedagogical Reasoning, contributes to the formation of reflective professors. Methods: a qualitative and descriptive study, carried out with a Nursing professor, of the Nursing Technical Course. For the collected data, through interviews, non-participant observation and autoscopy, content analysis was used, with the results interpreted in the light of the referential theorist of Shulman. Results: the perceptions reported by the professor before autoscopy differ from the post-autoscopy findings, demonstrating advances in the new comprehension. The structure of autoscopy, following Shulman's Model of Action and Pedagogical Reasoning, made possible reflective professor exercise. Conclusion: the inclusion of autoscopy in teacher training processes can stimulate reflective posture, allowing for advances in teaching practices.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Estudo qualitativo, tipo estudo de caso
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufc.br/rene/article/view/40881
10.15253/2175-6783.20192040881
url http://periodicos.ufc.br/rene/article/view/40881
identifier_str_mv 10.15253/2175-6783.20192040881
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://periodicos.ufc.br/rene/article/view/40881/pdf
http://periodicos.ufc.br/rene/article/view/40881/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2019 Rev Rene
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Rev Rene
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Ceará
publisher.none.fl_str_mv Universidade Federal do Ceará
dc.source.none.fl_str_mv Rev Rene; Vol 20 (2019): Rev Rene; e40881
Rev Rene; v. 20 (2019): Rev Rene; e40881
2175-6783
1517-3852
reponame:Rev Rene (Online)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
instacron_str UFC
institution UFC
reponame_str Rev Rene (Online)
collection Rev Rene (Online)
repository.name.fl_str_mv Rev Rene (Online) - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv rene@ufc.br||
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dc.identifier.doi.none.fl_str_mv 10.15253/2175-6783.20192040881

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