The training of a physiotherapist at a public institution in the state of Goiás, Brazil: teacher's perception

• Autor(a) principal: Pimentel, Clarice Fernandes
• Data de Publicação: 2022
• Outros Autores: Oliveira, Hygor Willian de, Santos, Heliny Alves dos, Peres, Tássio Moreira, Santana, Jessé Castelo Souza, Silva, Luiz Henrique Leite, Oliveira, Franassis Barbosa de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/27355
• topic: Fisioterapia; Docência; Formação docente.; Fisioterapia; Enseñando; Formación de profesores.; Physiotherapy; Teaching; Teacher training.

Objective: Investigate how the teacher's perception of higher education has taken place, and how skills developed in the training of teachers in the Physiotherapy course. Method: A qualitative, descriptive-exploratory study was carried out through the application of questionnaires to teachers with open, closed and multiple choice questions. The sample consisted of 24 professors from the State University of Goiás, Brazil. Results and discussion: The study showed 62.5% of the professors attended didactic courses reflecting on a faculty still in formation; conception of teaching in higher education was considered as essential for the exchange of knowledge, necessary for the humanization of health professionals, and the teaching mediator and facilitator of knowledge. As for the interferences that motivated the understanding about teaching, the results found were experiences acquired during the process of qualification formation, being scored as determinants, positive and negative. Furthermore, when asked about the contributions to their training and performance process, most of the associated responses (n = 21) is that there were contributions, and the remainder (n = 3) reported a non-contribution to their training and professional performance. As for the influence that experience brings, it was obtained that 50% affirm that having experience influences the transmission of knowledge, and the other 50% affirms that it needs more than experience to influence the transmission of knowledge. Conclusion: It is concluded that, in the context of this study, the teacher seeks to improve his career and has the conception that teaching emerges from humanistic aspects and experiences lived in specializations.