Pedagogical Training Profile of Basic Health Sciences Faculty in Biomedical and Related Fields at Brazilian Public and Private Higher Education Institutions

Autor/inn/en	De Oliveira, Gislaine Alves; Ferreira, Maria Beatriz Cardoso; Nunes, Luciana Neves; Ribeiro, Maria Flavia Marques
Titel	Pedagogical Training Profile of Basic Health Sciences Faculty in Biomedical and Related Fields at Brazilian Public and Private Higher Education Institutions
Quelle	In: Advances in Physiology Education, 43 (2019) 2, S.180-190 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Oliveira, Gislaine Alves)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00211.2018
Schlagwörter	College Faculty; Medical School Faculty; Health Sciences; Biomedicine; Teacher Education; Private Colleges; Public Colleges; Foreign Countries; Teacher Background; Teaching Experience; Faculty Workload; Brazil + Suchen Sie Ihr Suchwort? Fakultät; Biomedizin; Lehrerausbildung; Lehrerbildung; Privathochschule; Ausland; Brasilien
Abstract	Historically, Brazilian higher education teachers' pedagogical training has not been a concern. Even today, a graduate degree is the main requirement to be a faculty member. However, a set of competencies is necessary to teach: pedagogical competency, political competency, and knowledge of specific content. Most graduate training covers only knowledge of specific content. Therefore, this work aimed to outline the profile of basic health sciences faculty members teaching in biomedical and related fields regarding their undergraduate and graduate training, as well as the initial and continued pedagogical training in Brazilian public and private higher education institutions (HEIs). An electronic questionnaire was sent to these professionals, and a total of 763 responses were analyzed (66.4% from public and 33.6% from private HEIs). Compared with private HEI faculty, faculty from public HEIs were more experienced in teaching, and more time had passed since they finished their graduate training. On the other hand, faculty from private HEIs had a more intense undergraduate teaching workload than faculty from public HEIs. Additionally, faculty from private HEIs attended more extensive and more frequent pedagogical training activities (PTAs). Both groups expressed that activities closely related to their classroom practice and recognition for good pedagogical performance were incentives for their participation in PTAs. In conclusion, differences between the faculty from public and private HEIs may be due to the characteristics of HEIs themselves. Hypothetically, private HEIs focus on teaching, which may explain why faculty from these institutions seek improvement in this area, whereas public HEIs focus on research. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01