ABSTRACT
Introducción: las ofertas de formación académica constituyen una vía para garantizar el desarrollo continuo de los egresados universitarios. La evaluación del impacto de una maestría incluye variables en relación con el programa, los educandos y la sociedad. Objetivo: estudiar la percepción que poseen los graduados de la maestría en Educación Médica sobre los aportes que brindó en su formación como docente, que representa una de las variables de su impacto. Métodos: se aplicó cuestionario para obtener información sobre la variable percepción de los egresados sobre el aporte de la maestría a su preparación docente, con 4 dimensiones. Los datos se analizaron mediante frecuencias relativas, se determinó el índice de posición y la correlación elemento escala para cada dimensión y el coeficiente de Cronbach para la confiabilidad. Se elaboró una escala para medir el nivel del impacto a partir de dichos estadígrafos. Resultados: las dimensiones: dominio de las categorías didácticas del proceso enseñanza aprendizaje, preparación en el trabajo metodológico, preparación en la organización y dirección del trabajo docente mostraron un nivel muy alto, según la escala de medición del impacto. La participación en la ejecución de actividades docentes de pregrado y posgrado antes, durante y después de haber cursado la maestría, mostró un incremento del 50 por ciento de actividades. Conclusiones: la percepción de los egresados confirma que la maestría alcanza un nivel de impacto muy alto en su preparación docente, componente esencial de la educación médica para el logro de la calidad del proceso docente educativo.
Introduction: the academic training programs are a way to assure the continuous development of university graduates. The Impact assessment of a master's course includes variables about the program, the students and society. Objective: to find out the graduate's perceptions on the contributions of the master's course in medical education to their formation as educators. Methods: questionnaries applied to obtain information about the variable called perception of graduates on the contribution of the master's course to their teaching formation, with four dimensions included. Data were analyzed using relative frequency; the position index and the scale/element correlation for each dimension and Cronbach's coefficient for reliability were all estimated. A scale was developed from these statistics to measure the level of impact. Results: according to the impact measurement scale, the dimensions called proficiency in the educational categories of the teaching-learning process, preparation of the methodological work, preparation in teaching work organization and management were placed very high. Participation in the implementation of educational activities for undergraduate and graduate educational levels before, during and after the master's course studies showed a 50 percent increase of activities performed. Conclusions: the perception of graduates confirms that the master's degree course has great impact on their preparation as professors, an essential component of medical education towards the quality of the educational process.
Subject(s)
Education, Graduate , Faculty, Medical , Indicators and Reagents , Surveys and QuestionnairesABSTRACT
Comprehensive biochemistry experiment,which is interlocked and has difficulties in a certain degree,requires considerable knowledge,multiple techniques and long time.In order to ensure the smooth progress of the experiment,biochemistry and molecular biology department of Hebei medical university has taken following measures in teaching preparation and teaching implementation:building a specialized laboratory;performing collective lesson preparation and pre-experiments;technical teaching;teaching with multimedia equipments;students submitting experimental preparatory reports before class and then completing the experiments in groups.These measures achieved the intended purpose of setting up a comprehensive experiment.
ABSTRACT
O conhecimento pedagógico do conteúdo integra a base de conhecimentos para o ensino - conjunto de conhecimentos necessários ao professor - juntamente com aqueles relativos às características dos alunos, aos conteúdos da matéria de ensino, à pedagogia geral e aos contextos que circundam a aprendizagem. Considerando sua importância na formação inicial de professores, o objetivo deste ensaio foi o de analisar a estrutura da base de conhecimentos dos futuros professores de Educação Física sob a perspectiva do conhecimento pedagógico do conteúdo, buscando contribuir com o debate a respeito do papel desse conhecimento no planejamento e na implementação das situações de ensino e aprendizagem, bem como na formação docente dos estudantes-professores. Diante do referencial teórico analisado, pode-se compreender o conhecimento pedagógico do conteúdo como aquele que o estudante-professor utiliza para, a partir dos seus objetivos, da realidade dos alunos e das características do contexto de ensino e aprendizagem, convocar, gerir e fazer interagir os conhecimentos da base de conhecimentos para o ensino, visando à adaptação, à transformação e à implementação do conhecimento do conteúdo a ser ensinado, de modo a torná-lo compreensível e ensinável aos alunos. Para alcançar esses objetivos, a literatura sugere a aproximação do contexto de formação inicial em Educação Física daquele de atuação profissional do professor na Educação Básica, além da ampliação das oportunidades para que os estudantes-professores se defrontem com diferentes dilemas e situações-problema ao longo da formação inicial. Tais estratégias fomentarão a construção do conhecimento pedagógico do conteúdo e, consequentemente, o delineamento da personalidade docente dos futuros professores.
The pedagogical content knowledge integrates the knowledge base for teaching - body of knowledge needed by the teacher - together with the knowledge related to the students' characteristics, the topic of the classes, general pedagogy, and contexts of learning. Taking into account its importance in the formation of prospective teachers, this essay aimed to analyze the framework of the base of knowledge of future Physical Education teachers from the perspective of pedagogical content knowledge, seeking to contribute with the debate on the role of this knowledge on the planning, implementation of teaching and learning situations, and on the teaching formation of prospective teachers as well. Concerning the theoretical framework analyzed, the pedagogical content knowledge can be comprehended as that the teacher-student utilize to, from its objectives, reality of the students, and characteristic of the teaching and learning context, summon, manage and make the knowledge of the knowledge base for teaching interact, seeking the adaptation, transformation, and implementation of the content knowledge to be taught, so that it becomes comprehensible and teachable to students. To achieve these objectives, the literature suggests the approach of the initial context of teacher education in Physical Education of that the professional work of teachers in basic education, in addition to increasing opportunities for prospective teachers are faced with different dilemmas and problematic situations along initial training. Such strategies encourage the construction of pedagogical content knowledge and, consequently, the delineation of teacher personality of future teachers.
Subject(s)
Humans , Faculty , Learning , Physical Education and Training , TeachingABSTRACT
Marxism Basic Theory Conspectus is one of the new ideological politics courses.It is a key to do teaching preparative work.We should attach importance to unifing ideas,connect three portions of Marxism and grasp principles and marrow of Marxism.