What teachers say about communication training?

• Autor(a) principal: Ruiz-Moreno, Lidia
• Data de Publicação: 2019
• Outros Autores: De Longhi, Ana Lía, Martinez, María Soledad
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7861
• topic: 7.08.00.00-6 Educação 7.08.04.00-1 Ensino-Aprendizagem; Educación; Docencia; Comunicación; Formación docente.; Education; Teaching Communication; Teacher training.

This article analyzes the opinions, evaluations and transfers on the problem of communication in the science, technology and health classroom. The work is part of a wider studies carried out between the National University of Córdoba, Argentina and the University of São Paulo, Brazil. With a qualitative approach, interviews were conducted with 15 teachers who had received specific training in the postgraduate course. Content analysis, thematic modality was carried out based on two guidelines: Teacher training in communication and difficulties in the communication process. Four units were identified, considering the first guiding nucleus: 1.a-Valorization of communication and language in the construction of knowledge, 1.b- Changes in educational practices, 1.c- (Self) -reflection on teaching work, 1.d- Training demands in communication. From the second nucleus the following thematic units were obtained: 2.a- Predominance of the traditional pedagogical model 2.b- Characteristics of the content in its written and oral expression; 2.c- Characteristics of students. As a conclusion, it was possible to identify the communicative strategies used by the teachers, as well as the reflections and changes proposed in their classes based on the received training. In the processes of teacher training in communication it is necessary to overcome the idea that this is something that arises spontaneously in teaching and is seen as an intentional action that requires training, skills development and planning within the framework of a didactic model. This invites us to continue emphasizing the need to broaden its approach in the training instances, considering the reality of the teaching practice. This training should address the type of demands and difficulties that teachers indicate.