Teaching internship and teacher training in health: an integrative literature review

Detalhes bibliográficos
Autor(a) principal: Teo, Carla Rosane Paz Arruda
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/19836
Resumo: Teacher training in higher education in health is responsibility of graduate studies, and the teaching internship (TI) appears as an opportunity to meet this purpose. This study aimed to recognize the limits and potential of TI in teachers training for higher education in health. This is an integrative literature review which included eight articles published from 2015 on. Thematic content analysis was carried out, based on the following categories: weaknesses, challenges, strengths, opportunities in TI. It was found, as weaknesses, that the TI is presented as a place of practice, of practical concerns and purpose deviations, producing ideas of teaching as a simple activity. The challenges identified were: research centrality in graduate studies, teaching process centered on technical content transmission, incipient pedagogical training and oriented towards SUS, limited teacher training, lack of definition on roles and teacher profile, irrelevance in the postgraduate assessment system.  The indicated strengths were: TI as a place of experience, interpersonal relationships, operative appropriation of teaching, trainee's contributions. As opportunities, the following were observed: TI as a place of learning, critical reflection on practice, teacher training as a process, expanded teacher training, teaching-research-extension articulation, normative flexibility. It is concluded that teaching demands prioritization in graduate studies, and that producing new and robust knowledge about TI will contribute for training committed teachers on consolidating and strengthening SUS through the qualification of higher education in health.
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spelling Teaching internship and teacher training in health: an integrative literature reviewPasantía docente y formación de profesores en salud: una revisión integradora de la literaturaEstágio de docência e formação de professores na área da saúde: uma revisão integrativa da literaturaFacultyEducation, HigherEducation, GraduateTeaching workHealth postgraduate programs.DocentesEducación SuperiorEducación de PostgradoEnseñanzaProgramas de posgrado en salud.DocentesEducação SuperiorEducação de Pós-GraduaçãoEnsinoProgramas de pós-graduação em saúde.Teacher training in higher education in health is responsibility of graduate studies, and the teaching internship (TI) appears as an opportunity to meet this purpose. This study aimed to recognize the limits and potential of TI in teachers training for higher education in health. This is an integrative literature review which included eight articles published from 2015 on. Thematic content analysis was carried out, based on the following categories: weaknesses, challenges, strengths, opportunities in TI. It was found, as weaknesses, that the TI is presented as a place of practice, of practical concerns and purpose deviations, producing ideas of teaching as a simple activity. The challenges identified were: research centrality in graduate studies, teaching process centered on technical content transmission, incipient pedagogical training and oriented towards SUS, limited teacher training, lack of definition on roles and teacher profile, irrelevance in the postgraduate assessment system.  The indicated strengths were: TI as a place of experience, interpersonal relationships, operative appropriation of teaching, trainee's contributions. As opportunities, the following were observed: TI as a place of learning, critical reflection on practice, teacher training as a process, expanded teacher training, teaching-research-extension articulation, normative flexibility. It is concluded that teaching demands prioritization in graduate studies, and that producing new and robust knowledge about TI will contribute for training committed teachers on consolidating and strengthening SUS through the qualification of higher education in health.La formación del profesorado en la educación superior en salud es responsabilidad de posgrado, y la pasantía docente (PD) aparece como una oportunidad para cumplir con este propósito. Este estudio tuvo como objetivo reconocer límites y potencialidades de la PD en la formación de profesores de educación superior en salud. Se trata de una revisión integradora de la literatura que incluyó ocho artículos publicados a partir de 2015. Se realizó un análisis de contenido temático, con base en las categorías: debilidades, desafíos, fortalezas, oportunidades en PD. Se constató, como debilidades, que la PD se presenta como un lugar de práctica, de inquietudes prácticas y desviaciones de propósito, produciendo ideas de docencia como una actividad simple. Los desafíos identificados fueron: centralidad de la investigación en estudios de posgrado, docencia técnica y de transmisión, formación pedagógica incipiente y orientada hacia el SUS, formación como capacitación, indefinición de roles y perfil docente, irrelevancia en la evaluación de posgrados. Las fortalezas señaladas fueron: PD como lugar de experiencia, de relaciones interpersonales, de apropiación operativa de docencia, de aportes del aprendiz. Como oportunidades, se observaron las siguientes: PD como lugar de aprendizaje, de reflexión crítica sobre la práctica, de formación docente como proceso y ampliada, de articulación enseñanza-investigación-extensión, flexibilidad normativa. Se concluye que la docencia debe ser priorizada en posgrado, que producir nuevos y robustos conocimientos sobre PD contribuirá a la formación de docentes comprometidos con la consolidación y fortalecimiento del SUS a través de la calificación de la educación superior en salud.A formação docente na educação superior em saúde é atribuição da pós-graduação stricto sensu, contexto em que o estágio de docência (ED) surge como oportunidade para atender a esta finalidade. Este estudo teve por objetivo reconhecer os limites e as potencialidades do ED na formação de professores para a educação superior em saúde. Trata-se de uma revisão integrativa de literatura na qual foram incluídos oito artigos publicados a partir de 2015. Foi realizada análise de conteúdo temática, a partir das seguintes categorias: fragilidades, desafios, potências, oportunidades do ED. Constatou-se, como fragilidades, que o ED é apresentado como lugar da prática, de inquietações práticas e de desvios de finalidade, produzindo ideias da docência como atividade simples. Os desafios identificados foram: centralidade da pesquisa na pós-graduação, docência tecnicista, conteudista e transmissiva, incipiente formação pedagógica e orientada para o SUS, formação docente como capacitação, indefinição de papeis e de perfil docente, irrelevância no sistema de avaliação da pós-graduação. As potências indicadas foram: ED como lugar da experiência, de relações interpessoais, de apropriação operativa da docência, de contribuições do estagiário. Como oportunidades, foram observadas: ED como lugar de aprendizagem, de reflexão crítica sobre a prática, de formação docente como processo, de formação docente ampliada, de articulação ensino-pesquisa-extensão, flexibilidade normativa. Conclui-se que a docência reclama por priorização na pós-graduação, e que produzir novos e robustos conhecimentos sobre o ED contribuirá para a formação de professores comprometidos com a consolidação e o fortalecimento do SUS por meio da qualificação da educação superior em saúde.Research, Society and Development2021-09-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1983610.33448/rsd-v10i11.19836Research, Society and Development; Vol. 10 No. 11; e577101119836Research, Society and Development; Vol. 10 Núm. 11; e577101119836Research, Society and Development; v. 10 n. 11; e5771011198362525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/19836/17873Copyright (c) 2021 Carla Rosane Paz Arruda Teohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTeo, Carla Rosane Paz Arruda2021-10-23T19:01:11Zoai:ojs.pkp.sfu.ca:article/19836Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:39:39.004086Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching internship and teacher training in health: an integrative literature review
Pasantía docente y formación de profesores en salud: una revisión integradora de la literatura
Estágio de docência e formação de professores na área da saúde: uma revisão integrativa da literatura
title Teaching internship and teacher training in health: an integrative literature review
spellingShingle Teaching internship and teacher training in health: an integrative literature review
Teo, Carla Rosane Paz Arruda
Faculty
Education, Higher
Education, Graduate
Teaching work
Health postgraduate programs.
Docentes
Educación Superior
Educación de Postgrado
Enseñanza
Programas de posgrado en salud.
Docentes
Educação Superior
Educação de Pós-Graduação
Ensino
Programas de pós-graduação em saúde.
title_short Teaching internship and teacher training in health: an integrative literature review
title_full Teaching internship and teacher training in health: an integrative literature review
title_fullStr Teaching internship and teacher training in health: an integrative literature review
title_full_unstemmed Teaching internship and teacher training in health: an integrative literature review
title_sort Teaching internship and teacher training in health: an integrative literature review
author Teo, Carla Rosane Paz Arruda
author_facet Teo, Carla Rosane Paz Arruda
author_role author
dc.contributor.author.fl_str_mv Teo, Carla Rosane Paz Arruda
dc.subject.por.fl_str_mv Faculty
Education, Higher
Education, Graduate
Teaching work
Health postgraduate programs.
Docentes
Educación Superior
Educación de Postgrado
Enseñanza
Programas de posgrado en salud.
Docentes
Educação Superior
Educação de Pós-Graduação
Ensino
Programas de pós-graduação em saúde.
topic Faculty
Education, Higher
Education, Graduate
Teaching work
Health postgraduate programs.
Docentes
Educación Superior
Educación de Postgrado
Enseñanza
Programas de posgrado en salud.
Docentes
Educação Superior
Educação de Pós-Graduação
Ensino
Programas de pós-graduação em saúde.
description Teacher training in higher education in health is responsibility of graduate studies, and the teaching internship (TI) appears as an opportunity to meet this purpose. This study aimed to recognize the limits and potential of TI in teachers training for higher education in health. This is an integrative literature review which included eight articles published from 2015 on. Thematic content analysis was carried out, based on the following categories: weaknesses, challenges, strengths, opportunities in TI. It was found, as weaknesses, that the TI is presented as a place of practice, of practical concerns and purpose deviations, producing ideas of teaching as a simple activity. The challenges identified were: research centrality in graduate studies, teaching process centered on technical content transmission, incipient pedagogical training and oriented towards SUS, limited teacher training, lack of definition on roles and teacher profile, irrelevance in the postgraduate assessment system.  The indicated strengths were: TI as a place of experience, interpersonal relationships, operative appropriation of teaching, trainee's contributions. As opportunities, the following were observed: TI as a place of learning, critical reflection on practice, teacher training as a process, expanded teacher training, teaching-research-extension articulation, normative flexibility. It is concluded that teaching demands prioritization in graduate studies, and that producing new and robust knowledge about TI will contribute for training committed teachers on consolidating and strengthening SUS through the qualification of higher education in health.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/19836
10.33448/rsd-v10i11.19836
url https://rsdjournal.org/index.php/rsd/article/view/19836
identifier_str_mv 10.33448/rsd-v10i11.19836
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/19836/17873
dc.rights.driver.fl_str_mv Copyright (c) 2021 Carla Rosane Paz Arruda Teo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Carla Rosane Paz Arruda Teo
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 11; e577101119836
Research, Society and Development; Vol. 10 Núm. 11; e577101119836
Research, Society and Development; v. 10 n. 11; e577101119836
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052688406413312

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