PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION

Detalhes bibliográficos
Autor(a) principal: Menegaz,Jouhanna do Carmo
Data de Publicação: 2015
Outros Autores: Backes,Vânia Marli Shubert, Medina,José Luiz, Prado,Marta Lenise, Canever,Bruna Pedroso
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Texto & contexto enfermagem (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072015000300629
Resumo: ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.
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spelling PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTIONStudentsTeachingFaculty nursingFaculty medicalFaculty dentalABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem2015-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072015000300629Texto & Contexto - Enfermagem v.24 n.3 2015reponame:Texto & contexto enfermagem (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSC10.1590/0104-07072015002790014info:eu-repo/semantics/openAccessMenegaz,Jouhanna do CarmoBackes,Vânia Marli ShubertMedina,José LuizPrado,Marta LeniseCanever,Bruna Pedrosoeng2015-10-19T00:00:00Zoai:scielo:S0104-07072015000300629Revistahttp://www.scielo.br/tcePUBhttps://old.scielo.br/oai/scielo-oai.phptextoecontexto@nfr.ufsc.br1980-265X0104-0707opendoar:2015-10-19T00:00Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
title PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
spellingShingle PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
Menegaz,Jouhanna do Carmo
Students
Teaching
Faculty nursing
Faculty medical
Faculty dental
title_short PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
title_full PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
title_fullStr PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
title_full_unstemmed PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
title_sort PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION
author Menegaz,Jouhanna do Carmo
author_facet Menegaz,Jouhanna do Carmo
Backes,Vânia Marli Shubert
Medina,José Luiz
Prado,Marta Lenise
Canever,Bruna Pedroso
author_role author
author2 Backes,Vânia Marli Shubert
Medina,José Luiz
Prado,Marta Lenise
Canever,Bruna Pedroso
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Menegaz,Jouhanna do Carmo
Backes,Vânia Marli Shubert
Medina,José Luiz
Prado,Marta Lenise
Canever,Bruna Pedroso
dc.subject.por.fl_str_mv Students
Teaching
Faculty nursing
Faculty medical
Faculty dental
topic Students
Teaching
Faculty nursing
Faculty medical
Faculty dental
description ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.
publishDate 2015
dc.date.none.fl_str_mv 2015-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072015000300629
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072015000300629
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/0104-07072015002790014
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem
publisher.none.fl_str_mv Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem
dc.source.none.fl_str_mv Texto & Contexto - Enfermagem v.24 n.3 2015
reponame:Texto & contexto enfermagem (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Texto & contexto enfermagem (Online)
collection Texto & contexto enfermagem (Online)
repository.name.fl_str_mv Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv textoecontexto@nfr.ufsc.br
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