Pedagogical Content Knowledge of nursing freshman professors in medium-level technical education

Abstract

Objectives: to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing. Methods: a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge. Results: predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection. Final Considerations: the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.

Training-professional profile of nurses teaching at the Technical Schools of the Unified Health System

“…Making a parallel with the result exposed above, which showed that the majority entered teaching within 2 years of graduation, there is a scenario that signals for newly graduated nurses acting as professors for a short time. In fact, teaching at EPTNM in nursing has been commonly performed by new nurses who are also recent professors (7) , whose institutional bond is usually temporary, as found in this study (n=57, 93.4%). This reality, in which everything is very recent, fragile, full of discoveries and challenges, beckons the relevance of the discussion on the indispensability of professor training for nursing professors, and also of technical education in nursing, given that their role in teaching is almost always devoid of prior preparation, as well as its responsibility to train technical workers.…”

“…Of course, the teaching career is a possibility for nurses' professional performance, which has been approaching this universe more and more frequently and rather precociously (17)(18) . This approach happens, in many cases, without the necessary training for teaching so that, to teach, nurses end up using exclusively their theoretical-practical knowledge acquired at graduation and from professional experience (6)(7) .…”

“…Finally, it is known that many nurses enter teaching without the necessary training for this job (6)(7) . It should be noted that teaching is a profession and, therefore, it has specificities that demand the acquisition of different knowledge, therefore, training directed to its exercise (8)(9) .…”