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FEM: Revista de la Fundación Educación Médica

versão On-line ISSN 2014-9840versão impressa ISSN 2014-9832

Resumo

ARECHABALA-MANTULIZ, M. Cecilia et al. Pedagogical predominant model in a group of teachers in a school of Nursing: exploratory study. FEM (Ed. impresa) [online]. 2018, vol.21, n.1, pp.17-21. ISSN 2014-9840.

Introduction:

In the last years there has been proposed a model teaching focused on the student and his learning.

Aim:

To develop a diagnostic about the predominant teaching model in teachers and relevant educational methodologies in terms of learning from the perspective of students.

Subjects and methods:

Demographic, academic information and pedagogical training of teachers were collected and were applied the Approaches to Teaching Inventory (ATI) instrument. Students answered a survey to identify the most relevant methodologies in terms of their learning and how often teachers used them.

Results:

The sample consisted of 35 teachers (68.6%) on average have 13.6 ± 10.5 years in university teaching experience and have made 3.86 ± 3.19 teacher training activities. According to the ATI the majority report that your teaching focusing on student learning. Regarding students, the sample was composed of 444 undergraduate students (82.6%), which clearly identifies the most favorable methodologies for your learning and teachers often use them.

Conclusions:

Most of the teachers focuses on the student and learning and in the acquisition of concepts. Students clearly recognize some methodologies as very favorable for learning and the frequency with which these are used.

Palavras-chave : Approaches to teaching; Higher education; Nursing.

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