Advisor(s)
Abstract(s)
A adoção de abordagens ao ensino focadas no estudante promove o envolvimento, pensamento crítico e reflexivo dos estudantes do ensino superior. Objetivos: Conhecer o perfil sociodemográfico e profissional dos professores de Enfermagem; identificar as Abordagens Preferenciais ao Ensino no âmbito das Unidades Curriculares Enfermagem, nos quatro anos de formação; identificar diferenças nas intenrespostas ao Inventário sobre Abordagens ao Ensino em função da caracterização sociodemográfica e profissional docentes. Metodologia: Utilizou-se o Inventário sobre Abordagens ao Ensino, versão portuguesa, e o Questionário de caracterização sociodemográfica e profissional. Resultados: Verifica-se uma predominância do género feminino e idade entre 51 e 60 anos. A maioria dos professores possui como abordagem preferencial ao ensino a que visa alcançar Mudança Conceptual Focada no Estudante, destacando-se os de idade inferior a 50 anos. Paralelamente, os professores que lecionam aulas Teórico-práticas são os que menos se aproximam das abordagens ao ensino do tipo Transmissão de Informação Focadas no Professor, relativamente àqueles que não as lecionam.
The adoption of student-centered approaches to teaching promotes the involvement, critical thinking and reflection of higher education students. Aims: To know the sociodemographic and Professional profile of Nursing teachers; to identify the Preferential Approaches to Teaching within the Nursing Curricular Units, during the four years of formation; to identify differences in the responses to the Inventory on Approaches to Teaching in function of the sociodemographic and Professional characterization of teachers. Methodology: The Approach to Teaching Inventory, Portuguese version, and the Sociodemographic and Professional Characterization Questionnaire were used. Results: There is a predominance of the female gender and age between 51 and 60 years. The majority of teachers have a preferential approach to teaching that aims to achieve Conceptual Change Focused on the Student, especially those younger than 50 years. At the same time, the teachers who teach theoretical-practical classes are the ones that approach least to the approaches to Teaching- Focused Information Transmission in relation to those who do not teach them.
The adoption of student-centered approaches to teaching promotes the involvement, critical thinking and reflection of higher education students. Aims: To know the sociodemographic and Professional profile of Nursing teachers; to identify the Preferential Approaches to Teaching within the Nursing Curricular Units, during the four years of formation; to identify differences in the responses to the Inventory on Approaches to Teaching in function of the sociodemographic and Professional characterization of teachers. Methodology: The Approach to Teaching Inventory, Portuguese version, and the Sociodemographic and Professional Characterization Questionnaire were used. Results: There is a predominance of the female gender and age between 51 and 60 years. The majority of teachers have a preferential approach to teaching that aims to achieve Conceptual Change Focused on the Student, especially those younger than 50 years. At the same time, the teachers who teach theoretical-practical classes are the ones that approach least to the approaches to Teaching- Focused Information Transmission in relation to those who do not teach them.
Description
Keywords
Abordagens ao ensino Estudante Professor Enfermagem Approaches to teaching Student Teacher Nursing
Pedagogical Context
Citation
Publisher
Associação Católica de Enfermeiros e Profissionais de Saúde