Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception

The 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 stu...

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Autores: Menegaz, Jouhanna do Carmo, Backes, Vânia Marli Schubert, Medina, José Luis (Medina Moya), Prado, Marta Lenise do, Pedroso Canever, Bruna
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2015
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/114985
Acceso en línea:https://hdl.handle.net/2445/114985
Access Level:acceso abierto
Palabra clave:Estudiants universitaris
Pràcticums
Professors universitaris
College students
Practicums
College teachers
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spelling Pedagogical practices of good nursing, medicine and dentistry professors from the student's perceptionMenegaz, Jouhanna do CarmoBackes, Vânia Marli SchubertMedina, José Luis (Medina Moya)Prado, Marta Lenise doPedroso Canever, BrunaEstudiants universitarisPràcticumsProfessors universitarisCollege studentsPracticumsCollege teachersThe 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 Catarina2015info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/114985Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1590/0104-07072015002790014Texto & Contexto Enfermagem, 2015, vol. 24, num. 3, p. 629-636https://doi.org/10.1590/0104-07072015002790014cc-by-nc (c) Menegaz, Jouhanna do Carmo et al., 2015http://creativecommons.org/licenses/by-nc/3.0/esinfo:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1149852026-05-27T06:46:51Z
dc.title.none.fl_str_mv Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
title Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
spellingShingle Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
Menegaz, Jouhanna do Carmo
Estudiants universitaris
Pràcticums
Professors universitaris
College students
Practicums
College teachers
title_short Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
title_full Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
title_fullStr Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
title_full_unstemmed Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
title_sort Pedagogical practices of good nursing, medicine and dentistry professors from the student's perception
dc.creator.none.fl_str_mv Menegaz, Jouhanna do Carmo
Backes, Vânia Marli Schubert
Medina, José Luis (Medina Moya)
Prado, Marta Lenise do
Pedroso Canever, Bruna
author Menegaz, Jouhanna do Carmo
author_facet Menegaz, Jouhanna do Carmo
Backes, Vânia Marli Schubert
Medina, José Luis (Medina Moya)
Prado, Marta Lenise do
Pedroso Canever, Bruna
author_role author
author2 Backes, Vânia Marli Schubert
Medina, José Luis (Medina Moya)
Prado, Marta Lenise do
Pedroso Canever, Bruna
author2_role author
author
author
author
dc.subject.none.fl_str_mv Estudiants universitaris
Pràcticums
Professors universitaris
College students
Practicums
College teachers
topic Estudiants universitaris
Pràcticums
Professors universitaris
College students
Practicums
College teachers
description The 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
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/114985
url https://hdl.handle.net/2445/114985
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1590/0104-07072015002790014
Texto & Contexto Enfermagem, 2015, vol. 24, num. 3, p. 629-636
https://doi.org/10.1590/0104-07072015002790014
dc.rights.none.fl_str_mv cc-by-nc (c) Menegaz, Jouhanna do Carmo et al., 2015
http://creativecommons.org/licenses/by-nc/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc (c) Menegaz, Jouhanna do Carmo et al., 2015
http://creativecommons.org/licenses/by-nc/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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