Preferential approaches to teaching
a study with teachers of the nursing course
DOI:
https://doi.org/10.48492/servir021-2.24490Keywords:
approaches to teaching, student, teacher, nursingAbstract
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.
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