<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322017000400005</article-id>
<article-id pub-id-type="doi">10.33588/fem.204.898</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones sobre la enseñanza y el aprendizaje en docentes de carreras de salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher's conceptions on teaching and learning in health undergraduate programs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[M José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merlo]]></surname>
<given-names><![CDATA[M Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[Ana V]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piccioni]]></surname>
<given-names><![CDATA[Romina F]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Vernengo]]></surname>
<given-names><![CDATA[Andrea B]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>183</fpage>
<lpage>190</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322017000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322017000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322017000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción Las concepciones de los docentes influyen en la interpretación de las situaciones educativas y en su práctica pedagógica cotidiana. Conocerlas es importante para planificar procesos de formación.  Objetivos Describir las concepciones sobre el aprendizaje y la enseñanza que tienen los docentes de las carreras de salud de una facultad, establecer si esas concepciones tienen semejanzas con algunas de las clasificaciones descritas en otros trabajos y si estos docentes sostienen concepciones cercanas a las perspectivas constructivistas.  Sujetos y métodos El estudio se realizó desde la perspectiva de la fenomenografía con entrevistas semiestructuradas. La muestra se seleccionó en forma intencional y fue de 28 docentes de carreras de salud con formación pedagógica. Se llevó a cabo un análisis por dimensión y otro sobre la consistencia interna de cada entrevista.  Resultados A partir de los análisis por dimensión y de cada entrevista, se elaboraron tres perfiles de concepciones: docente proveedor-estudiante reproductor pasivo, docente entrenador-estudiante reproductor activo y docente tutor-estudiante gestor.  Conclusiones Los docentes entrevistados, aun teniendo formación específica en educación, no conciben el aprendizaje como un proceso de construcción, sino como la incorporación del conocimiento socialmente validado. Además, utilizan terminología que proviene del constructivismo sin poder dar cuenta del significado de estos términos en el contexto de la teoría del aprendizaje que los sustenta. En la comparación con otros autores, los perfiles elaborados a partir de las entrevistas estarían más cerca de concepciones directas e interpretativas del aprendizaje y no aparecen perfiles en los que claramente se defina el aprendizaje como proceso de construcción de conocimientos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction The conceptions of teachers influence the interpretation of educational situations and their daily pedagogical practice. Knowing them is important for planning training processes.  Aims To describe the conceptions about the learning and the teaching that the teachers of the health careers of an university have, to establish if these conceptions have similarities with some of the classifications already described in other publications and if these teachers support conceptions close to the constructivist perspectives.  Subjects and methods The study was performed from the perspective of phenomenology with semi-structured interviews. The sample was intentionally selected and was of 28 teachers of health careers with pedagogical training. An analysis was carried out by dimension and another one of internal consistency of each interview.  Results On this basis, three profiles of conceptions were elaborated: teaching provider-passive student, teacher-coach-active student, and teacher-tutor-student manager.  Conclusions The teachers interviewed, even with specific training in education, do not conceive learning as a construction process, but only as the incorporation of socially validated knowledge. But, in addition, they use terminology that comes from constructivism without being able to account for the meaning of these terms in the context of the learning theory that sustains them. In the comparison with other authors, the profiles elaborated would be closer to direct and interpretative conceptions of learning and there are no profiles in which learning is clearly defined as a process of knowledge construction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Modelos educacionales]]></kwd>
<kwd lng="es"><![CDATA[Psicología]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="en"><![CDATA[Educational models]]></kwd>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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