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Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions.
de Oliveira, Gislaine Alves; Ferreira, Maria Beatriz Cardoso; Nunes, Luciana Neves; Marques Ribeiro, Maria Flavia.
Afiliação
  • de Oliveira GA; Graduate Program in Biological Sciences: Physiology, Federal University of Rio Grande do Sul , Porto Alegre, Rio Grande do Sul , Brazil.
  • Ferreira MBC; Graduate Program in Biological Sciences: Pharmacology and Therapeutics, Federal University of Rio Grande do Sul , Porto Alegre, Rio Grande do Sul , Brazil.
  • Nunes LN; Institute of Mathematics and Statistics, Federal University of Rio Grande do Sul , Porto Alegre, Rio Grande do Sul , Brazil.
  • Marques Ribeiro MF; Graduate Program in Biological Sciences: Physiology, Federal University of Rio Grande do Sul , Porto Alegre, Rio Grande do Sul , Brazil.
Adv Physiol Educ ; 43(2): 180-190, 2019 Jun 01.
Article em En | MEDLINE | ID: mdl-30998103
Historically, Brazilian higher education teachers' pedagogical training has not been a concern. Even today, a graduate degree is the main requirement to be a faculty member. However, a set of competencies is necessary to teach: pedagogical competency, political competency, and knowledge of specific content. Most graduate training covers only knowledge of specific content. Therefore, this work aimed to outline the profile of basic health sciences faculty members teaching in biomedical and related fields regarding their undergraduate and graduate training, as well as the initial and continued pedagogical training in Brazilian public and private higher education institutions (HEIs). An electronic questionnaire was sent to these professionals, and a total of 763 responses were analyzed (66.4% from public and 33.6% from private HEIs). Compared with private HEI faculty, faculty from public HEIs were more experienced in teaching, and more time had passed since they finished their graduate training. On the other hand, faculty from private HEIs had a more intense undergraduate teaching workload than faculty from public HEIs. Additionally, faculty from private HEIs attended more extensive and more frequent pedagogical training activities (PTAs). Both groups expressed that activities closely related to their classroom practice and recognition for good pedagogical performance were incentives for their participation in PTAs. In conclusion, differences between the faculty from public and private HEIs may be due to the characteristics of HEIs themselves. Hypothetically, private HEIs focus on teaching, which may explain why faculty from these institutions seek improvement in this area, whereas public HEIs focus on research.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Ciências da Saúde / Ensino / Universidades / Pesquisa Biomédica / Docentes / Ocupações em Saúde Limite: Humans País/Região como assunto: America do sul / Brasil Idioma: En Revista: Adv Physiol Educ Assunto da revista: EDUCACAO / FISIOLOGIA Ano de publicação: 2019 Tipo de documento: Article País de afiliação: Brasil País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Ciências da Saúde / Ensino / Universidades / Pesquisa Biomédica / Docentes / Ocupações em Saúde Limite: Humans País/Região como assunto: America do sul / Brasil Idioma: En Revista: Adv Physiol Educ Assunto da revista: EDUCACAO / FISIOLOGIA Ano de publicação: 2019 Tipo de documento: Article País de afiliação: Brasil País de publicação: Estados Unidos