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O pensamento pedagógico de docentes do ensino básico da Faculdade de Medicina de Lisboa : estudo exploratório
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Introdução - A formação de docentes de diversos níveis de ensino tem vindo a ser
objecto de estudo por parte das Ciências de Educação que, actualmente, se preocupa
com a caracterização do pensamento pedagógico do docente. No caso de Medicina,
admitimos que a ausência de formação pedagógica formal dos docentes, acrescida da
partilha de vários “eus profissionais” (docente, investigador e clínico) possa interferir
no seu pensamento pedagógico, tornando mais complexo o seu universo referencial.
Objectivos - O estudo que aqui se apresenta, realizado no âmbito da actividade do
Departamento de Educação Médica da Faculdade de Medicina de Lisboa tem como
finalidade a caracterização do pensamento pedagógico de docentes do ensino básico.
Pretende-se com ele, simultaneamente, obter o seu “sentir” sobre a reforma
curricular, conhecer a sua representação sobre a identidade profissional e inventariar
as respectivas necessidades de formação pedagógica.
Material e Métodos - Utilizando a técnica de entrevista semi-estruturada foram
contactados vinte docentes do ensino básico da F.M.L, entre os quais, todos os
professores catedráticos, todos os professores regentes, uma sub-amostra aleatória de
professores, assistentes e monitores, além de todos os presidentes de órgãos de gestão
da Faculdade. Os protocolos das entrevistas foram tratados pela técnica da análise de
conteúdo (análise temática e de asserção avaliativa), sendo o índice de fiabilidade
intra-codificador de 0,88 e inter-codificadores de 0,84.
Resultados - O sistema de categorias gerado a partir da classificação progressiva e
analógica das 7.784 unidades de registo, permitiu a identificação de 424 indicadores
distribuídos por 213 subcategorias e 39 categorias, o que considerámos suficiente
para agrupar o discurso dos docentes.
Conclusões - Os resultados parecem reflectir o modo como os docentes
conceptualizam o acto de ensinar, como apreciam a sua prática lectiva, bem como o
ensino na F.M.L., como caracterizam o aluno que actualmente frequenta as suas
aulas, quais as expectativas que lhe atribuem quanto ao seu papel de professor e qual
a sua representação sobre a projectada reforma curricular (atitude, obstáculos e
factores a implementar). Os resultados permitem, ainda, concluir sobre a consistência
da estrutura interna do pensamento pedagógico, sobre o quadro de referências
subjacente à concepção de ensino e sua sintonia com o pensamento dos autores
referidos na literatura, sobre o desfasamento entre a conceptualização e a
concretização, sobre as necessidades de formação pedagógica e, finalmente, sobre o
seu sentimento identitário.
Introduction - Characterization of teacher’s thought processes on teaching has been one of the areas Educational Science is most concerned with. In the specific case of Medical Education it is conceivable that doctors may face different problems in building their pedagogical scaffold due to the fact that, on a regular day’s work, they have to perform (more or less simultaneously) several different tasks: teaching, research and clinical duties. Objectives - The objectives of the present study - performed at the Department of Medical Education of the University of Lisbon School of Medicine - were to characterize the teacher’s thought processes on the concept of teaching, on their practical activity as teachers, on the pre-graduate teaching, as well as teacher’s feeling towards the medical curriculum reform, their professional identity and, finally, their needs in terms of pedagogical education. Materials and methods - We interviewed 20 different level teachers from the first 2 years of the medical curriculum including all full professors, all the professors responsible for direct curriculum implementation, a sample of several assistant professors, as well as some assistants and monitors. We also interviewed the heads of the medical school councils. We used semi-structured interviews and analyzed the results using the technique of content analysis. Intra and inter-coder reliability indexes were 0,88 and 0,84, respectively. Results - From a total of 7.784 units of sense - felt to be enough to characterize the teacher’s thought - we identified 424 indicators, including 213 sub-categories and 39 categories. Conclusions - These results seem to be able to characterize several important aspects: teacher’s conceptualization of the concept of teaching and of their teaching activities, teaching in general at the medical school, student particularities, students expectations about their role as a teacher, and teachers expectations in terms of the curriculum reform. Other aspects were also able to be analyzed: internal consistencies of the teaching thought, reference systems concerning teaching, practical difficulties to improve teaching as well as pedagogical needs and, finally, teacher’s own identity.
Introduction - Characterization of teacher’s thought processes on teaching has been one of the areas Educational Science is most concerned with. In the specific case of Medical Education it is conceivable that doctors may face different problems in building their pedagogical scaffold due to the fact that, on a regular day’s work, they have to perform (more or less simultaneously) several different tasks: teaching, research and clinical duties. Objectives - The objectives of the present study - performed at the Department of Medical Education of the University of Lisbon School of Medicine - were to characterize the teacher’s thought processes on the concept of teaching, on their practical activity as teachers, on the pre-graduate teaching, as well as teacher’s feeling towards the medical curriculum reform, their professional identity and, finally, their needs in terms of pedagogical education. Materials and methods - We interviewed 20 different level teachers from the first 2 years of the medical curriculum including all full professors, all the professors responsible for direct curriculum implementation, a sample of several assistant professors, as well as some assistants and monitors. We also interviewed the heads of the medical school councils. We used semi-structured interviews and analyzed the results using the technique of content analysis. Intra and inter-coder reliability indexes were 0,88 and 0,84, respectively. Results - From a total of 7.784 units of sense - felt to be enough to characterize the teacher’s thought - we identified 424 indicators, including 213 sub-categories and 39 categories. Conclusions - These results seem to be able to characterize several important aspects: teacher’s conceptualization of the concept of teaching and of their teaching activities, teaching in general at the medical school, student particularities, students expectations about their role as a teacher, and teachers expectations in terms of the curriculum reform. Other aspects were also able to be analyzed: internal consistencies of the teaching thought, reference systems concerning teaching, practical difficulties to improve teaching as well as pedagogical needs and, finally, teacher’s own identity.
Descrição
Tese de mestrado em Ciências da Educação, apresentada à Faculdade de Psicologia e Ciências da Educação da Universidade de Lisboa, 1997
Palavras-chave
Teses de mestrado - 1997 Processos e estruturas educativas Professores - Formação Ensino básico