2005, Number 2
Qualitative perspective of teaching practice, knowledge construction and use in bachelor nursing students
Zavala-Rodríguez MR
Full text
Language: Spanish
References: 6
Page: 83-90
PDF size: 96.83 Kb.
ABSTRACT
Introduction: Authenticity of the teaching learning process depends primordially on the teacher, and how it is usually understood and experienced his or her teaching activity.Objective: Researching the class style; observing the significant processes that happen into the classroom; and analyzing methodology strategies of teaching applied in the construction and use of knowledge by students.
Methodology: With the investigation-action method, it was assessed the use of language, activities, and social relationships in the teaching position to one of 46 students group and three teachers. The workload was organized in; observation of the 12 sessions of class; questionnaire survey for students; a collective interview for 13 students with a structured guideline; as well as a workshop about cooperative learning for teachers. The collected data were combined and integrated in three groups of main charts with double entry.
Results: Observation of classes allowed identifying characteristics of the traditional teaching; in the participative work, the teacher roll was re-conceptualized in a committed and critical way. Students suggested improving the class organization in the nursing process, emphasizing the teaching process to develop the cognitive capability to improve their learning process.
Discussion: A constructive interpretation of teaching is articulated with the principle of student’s mental activity, in contrast with the daily practice that gives priority for development of programmed, themed content. It was identified a similarity between what was observed on class, expressed by teachers, and said by students, in the way of how to know organizing their mental schemes to comprehend the information.
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