PERMANENT TRAINING AND EDUCATIONAL MANAGEMENT: COMPONENTS INVOLVING A THEORETICAL MODEL OF TEACHING DEVELOPMENT

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dc.contributor.authorMassih Pio, Danielle Abdel
dc.contributor.authorMangini Bocchi, Silvia Cristina [UNESP]
dc.contributor.authorChirelli, Mara Quaglio
dc.contributor.authorVieira, Camila Mugnai
dc.contributor.authorRocha Tonhom, Silvia Franco da
dc.contributor.institutionFac Med Marilia
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2020-12-10T16:58:52Z
dc.date.available2020-12-10T16:58:52Z
dc.date.issued2019-01-01
dc.description.abstractThe complexity of the current reality, the changes in the area of health and public policies demand professionals in the medical field with integral conceptions of the human being, with a generalist education, more humanized and ethical. This has led medical schools to transform their pedagogical practices in search of active teaching and learning methodologies. Teacher training is essential in the process of curricular change. This research was developed with the purpose of understanding the experience of teachers of the medical course with their practice and with the formative space, and to communicate it through a theoretical model representative of this experienced process. It was a qualitative research conducted at a State Medical School in the countryside of Sao Paulo's state, where medical professors from the first two and the last two years of the undergraduate course were interviewed. The methodological framework of the Theory Based on Data was followed and the theoretical saturation was given in the 19th interview. The theoretical model discovered indicates that the whole movement of the teacher must be valued by the spaces of educational development and educational management. Each professor can experience, in the same context, experiences that link or distance him from the proposed pedagogical model. The (re)construction of meanings for work comes from social interaction, experience of the method and development of co-management.en
dc.description.affiliationFac Med Marilia, FAMEMA, Marilia, SP, Brazil
dc.description.affiliationUniv Estadual Paulista, UNESP, Botucatu, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, UNESP, Botucatu, SP, Brazil
dc.format.extent258-269
dc.identifierhttp://dx.doi.org/10.14571/brajets.v12.n3.258-269
dc.identifier.citationCadernos Educacao Tecnologia E Sociedade. Inhumas: Inst Fed Education, Science & Technology Of Goias, Campus Inhumas, v. 12, n. 3, p. 258-269, 2019.
dc.identifier.doi10.14571/brajets.v12.n3.258-269
dc.identifier.issn2316-9907
dc.identifier.urihttp://hdl.handle.net/11449/194924
dc.identifier.wosWOS:000492399400003
dc.language.isopor
dc.publisherInst Fed Education, Science & Technology Of Goias, Campus Inhumas
dc.relation.ispartofCadernos Educacao Tecnologia E Sociedade
dc.sourceWeb of Science
dc.subjectmedical education
dc.subjectproblem-based learning
dc.subjectprofessors
dc.subjectteacher training
dc.titlePERMANENT TRAINING AND EDUCATIONAL MANAGEMENT: COMPONENTS INVOLVING A THEORETICAL MODEL OF TEACHING DEVELOPMENTen
dc.typeArtigo
dcterms.rightsHolderInst Fed Education, Science & Technology Of Goias, Campus Inhumas

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