O enfermeiro professor universitário: ações didáticas e desenvolvimento profissional
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2024-11-22
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The work of university nurse teachers is permeated with complexities, which arise from their
initial training and are challenges to be faced or even overcome. The general aim of this
research is to investigate the conceptions and perspectives of university nurse teachers
regarding their Professional Teaching Development and their didactic and pedagogical actions
in the classroom. The problem that guides this research is: "What are the conceptions and
perspectives of university nurse teachers related to their professional development and which
are included in their didactic and pedagogical actions during the classes they teach?". The
specific objectives of this research are: a) to define the profile of the University Nurse
Teacher; b) to discuss the training curriculum of this professional; and c) to present
Professional Teaching Development as continuous training experienced by University Nurse
Teachers and d) to characterise the didactic and pedagogical actions developed by University
Nurse Teachers in the classroom. Thus, the reflections proposed in this research are aimed at
the training and challenges experienced by University Nurse Teachers in their academic and
professional development process, which have repercussions on their professional skills, as
well as on the teaching and learning processes that make up teaching. This proposal is part of
the field of Education and is based on a study anchored in Historical-Critical Pedagogy, with
a qualitative, descriptive exploratory approach. The methodological approach was based on a
Systematic Literature Review (SLR) and Field Research, using document analysis procedures
and six semi-structured interviews with University Nurse Teachers linked to the Nursing
course at the State University of Montes Claros (Unimontes). The results of this study show
that University Nurse Teachers invest in continuous training as a way of overcoming
pedagogical gaps; the institutions in which they work support the Professional Teaching
Development of these professionals, guaranteeing them autonomy; and University Nurse
Teachers realise their teaching identity and believe that their pedagogical practices have an
impact on the training of nursing professionals. Constant professional development allows for
an understanding of educational theories and in-depth study of different teaching approaches.
As the elements of critical thinking and pedagogical practice are connected in a dynamic
knowledge system, it is possible to envisage a continuous process of improvement. The
didactic and pedagogical actions developed by university nurse teachers in the classroom are
socially relevant and contribute to their professional development.
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Enfermeiros professores, Desenvolvimento profissional, Concepções e perspectivas docentes, Ações didáticas e pedagógicas