Teachers conceptions on the teachinglearning process in nursing education

Transcrição

1 RCN Education Forum International and Exhibition: Beyond the borders Teachers conceptions on the teachinglearning process in nursing education Carla Nascimento Gonçalves Assistant Professor (PhD) - Nursing School of Lisbon (ESEL) Researcher - Nursing Research and Development Unit (ui&de) carla.nascimento@esel.pt

2 NURSING EDUCATION ON HIGHER EDUCATION Creation of a European Higher Education Area. New Pedagogical Culture in Higher Education. Call for constructivist approach of teaching.

3 RESEARCH SHAPE Nursing teacher s conceptions about the process of teaching and learning in higher education.

4 TEACHERS CONCEPTIONS education as the transmission of disciplinary knowledge; education as the transmission of teacher's knowledge; education as the conceptual transformation and the student's skills development. (Chan, Tan & Khoo, 2007; Feixas, 2010; Murray & McDonald, 1997; Pratt & Associate, 1998; Prosser, 1994; Prosser & Trigwell, 1999; Ramsden, 2003; Trigwell & Prosser, 1996).

5 RESEARCH ISSUES What conceptions nursing teachers have about teaching process and learning process in present context of higher education?

6 RESEARCH OBJECTIVES Identify teachers' conceptions about meanings of teaching; Identify teachers' conceptions about meanings of learning; Identify teachers' conceptions about teacher s and student s role; Identify teachers' conceptions about pedagogical methodologies used in their practice.

7 RESEARCH METHODOLOGY Interpretative paradigm research. (Bogdan & Biklen, 1994; Denzin & Lincoln, 2008; Flick, 2009; Lessard-Hébert et al., 2008). Teachers from public nursing schools. Phase 1 Review of literature Documentary analysis (Bogdan & Biklen, 1994; Lessard-Hébert, Gollete & Boutin, 2008; Tuckman, 2002). Semi-structured interview 9 teachers (Bardin, 2009; Coutinho, 2011; Sampieri, Collado, & Lúcio, 2006). Phase 2 Questionnaire 10 schools/227 teachers (Almeida & Freire, 2008; Hill & Hill, 2009; Moreira, 2004).

8 RESULTS Teaching process of transmission of disciplinary contents; process of conceptual transformation and development student s skills. Learning student's personal construction on the disciplinary subject.

9 RESULTS Teacher s role transmission of disciplinary contents and teacher knowledge; helping students to develop cross-curricular competencies (as a professional and as a person); fostering students' intellectual autonomy; fostering environments with a favorable learning climate.

10 RESULTS Student s role active and autonomous person in their learning; person with relevant and important experience and knowledge; person with intervention at the education building level.

11 RESULTS Pedagogical methodologies expositive method, experimentation, problem solving, analysis and discussion of cases, teamwork.; real or simulated scenarios.

12 CONCLUSIONS Nursing education with a mission to make learn (Roldão, 2007), suggesting a new teaching paradigm that emphasizes a constructivist approach and the Bologna orientation's. Teacher as a facilitator and manager of learning. Student as an active subject and builder of his training, encouraging student's self-training ability to take responsibility for his own learning. Cognitive and metacognitive learning strategies (Virtanen & Lindblom-Ylänne, 2010), developing a reflexive training (Schön, 1983).

13 CONCLUSIONS Approach to current guidelines in the context of the European Higher Education Area and the required profile to the teacher. Change in teacher's thinking - replacing an exclusivity in teaching paradigm for its articulation with learning paradigm. Advance in scientific knowledge compared to previous studies (Amendoeira, 2009; Benner et al., 2010; Mestrinho, 2012), revealing a new conception of education in Nursing. widening teacher's field of action with a view to improve understanding and to a new conceptualization of education.

14 CONCLUSIONS The present challenges in higher education call for new practices of nursing teachers, but what they need to know for do it? The complex and specific activity of teaching is regarded as a corollary of the other activities of the higher education teacher, for which he naturally has an innate talent. What kind of knowledge nursing teachers needs to make learn?

15 CONCLUSIONS Which specialized training for teachers in higher education was envisaged in recent years, consistent with the development needs of the education system? One of the commonest criticisms levelled at higher education relates to the pedagogic preparation of teachers, or rather, the lack of it.

16 CONCLUSIONS Nursing education in Portugal: Teachers are recruited from professional nursing practice without through a detailed selection process. Teachers training is mainly on nursing subject. Lack of pedagogic knowledge between teachers, naturalisation of lecturing. Pedagogic knowledge begins to be supplied and is developed by teachers through research, individual reading, exchanges with colleagues, and occasional participation in pedagogic-didactic refresher actions. Some teachers have postgraduate training on Education (education at Master's or PhD level in Education Sciences and the subject area of Education and its various specialisations).

17 CONCLUSIONS The training of nursing teachers in higher education must consist of knowledge from scientific training (updating knowledge of the discipline) both in the subject area of teaching and in the area of education, not as a place of acquiring knowledge to be applied in teaching practice (Fenstermacher, 1986), not in solving problems from a prescriptive and normative perspective, but as an essential resource to a new understanding of teaching, essential to the culture of professional teacher education (Zabalza, 2009). Joint development of the pedagogic dimension, starting from the real difficulties of practice, reflecting on and working through the comparisons that practice suggests to teachers.

18 CONCLUSIONS Although, the international literature reinforces the need of pedagogical training in teachers on higher education (Garrison & Archer, 2000; Masetto, 2003; Rodrigues, 2005; Tardif, 2000; Vieira, 2002; Zabalza, 2009), this reality is still uncommon in nursing education.

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20 RCN, Education Conference 2013 Teachers conceptions on the teachinglearning process in nursing education Carla Nascimento Gonçalves Professor Assistant (PhD) - Nursing School of Lisbon (ESEL) Researcher - Nursing Research and Development Unit (ui&de) carla.nascimento@esel.pt