The construction process of pedagogical knowledge among nursing professors
Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students general pedagogical knowledge and the teachers biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching.
| Main Authors: | , , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
2011
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692011000200026 |
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| Summary: | Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students general pedagogical knowledge and the teachers biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching. |
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