¿Se relaciona la capacitación docente con las prácticas pedagógicas en académicos de carreras de la salud de Chile?
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Diego Troncoso G [1] ; Cristhian Pérez V [1] ; Giulietta Vaccarezza G [2] ; César Aguilar A [4] ; Nadia Muñoz N [3]
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[1] Universidad de Concepción
Universidad de Concepción
Comuna de Concepción, Chile
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[2] Universidad San Sebastián
Universidad San Sebastián
Comuna de Concepción, Chile
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[3] Universidad Católica del Norte
Universidad Católica del Norte
Antofagasta, Chile
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[4] Enfoque Émico Unidad de Investigación
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- Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 145, Nº. 5, 2017, págs. 610-618
- Idioma: español
- Títulos paralelos:
- The influence of pedagogic and discipline training on the teaching quality of university professors
- Enlaces
- Dialnet Métricas: 7 Citas
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Resumen
Background: University teachers prioritize acquiring knowledge about their disciplines over pedagogic training. However, the latter is becoming increasingly important in the present teaching scenario. Aim: To relate pedagogic practices with pedagogic training of teachers from health care careers of public and private universities. Material and Methods: Pedagogic practice and training activities participation questionnaires were answered by 296 teachers of undergraduate students from Chilean public and private universities. Results: There was a direct correlation between discipline training and all pedagogic practice factors. However, pedagogic training correlated with all the factors with the exception of teacher centered learning. Teachers with a master degree had higher scores in factors related to teaching planning and process assessment. Having a doctor degree had no impact on these factors. A multiple regression analysis showed that both discipline and pedagogic training and having a master degree were associated with pedagogic practices of teachers. Conclusions: Both pedagogic and discipline training influence the quality of teaching provided by undergraduate teachers.
