Mentoring as a Source of Pedagogical Content Knowledge for Nursing Teaching

Abstract

Objective: to understand Mentoring as a source of pedagogical content knowledge for the new teacher in Professional Education of Technical Level in Nursing. Method: a case study, with a qualitative approach, with teachers, management representative and students of a federal public school of Professional Health Education in the northeast of Brazil. The data were collected from October 2013 to September 2014 and submitted to thematic analysis. Results: the study focuses on the Mentoring category as a source of pedagogical content knowledge, with a theoretical guidance of the specific framework, configured as a personal action with institutional support. Conclusion: the construction of the pedagogical content knowledge happened in the pedagogical practice, mediated by a relation of dialogue and cooperation, in which the Mentoring was understood as part of teamwork and the provision of working conditions for competent teaching performance.

As metodologias de aprendizagem ativas e participativas no estágio supervisionado de um curso de fonoaudiologia: uma análise do processo de ensino-aprendizagem

“…Os participantes do estudo foram os estudantes do quarto ano de graduação do curso de Fonoaudiologia de uma universidade privada, do estado de São Paulo.Todos os registros das atividades dos discentes foram realizados através dos diários de campo. A metodologia de aprendizagem ativa e participativa adotada foram as oficinas integrativas, consideradas importantes estratégias didáticas de ensino aprendizagem, uma metodologia que trabalha a reflexão em grupo (Santos, 2018).…”

Construction and validation of educational materials for cancer patients undergoing organ removal

“…As chamadas ações educativas são definidas como estratégias de ensino-aprendizagem que visam desenvolver no indivíduo a capacidade de enfrentamento da realidade, a busca por soluções e a tomada de decisão (PORTER, 2015;SANTOS et al, 2018;SEABRA et al, 2019).…”