Desenvolvimento e evidências de validade da Escala de Percepção das Práticas Docentes / Development and validity evidence of the Teaching Practice Perception Scale / Desarrollo y evidencias de validez de la Escala de Percepción de la Práctica Docente

Práticas docentes personalizadas podem melhorar o desempenho escolar de estudantes. No entanto, não encontramos instrumentos específicos para avaliar estas práticas no contexto brasileiro. O objetivo deste estudo foi construir e apresentar evidências de validade da Escala de Percepção das Práticas Docentes (EPPD). Foram elaborados 25 itens avaliados por 11 juízes. A escala resultante com 17 itens foi aplicada a 477 professores, via formulário online. As análises fatoriais identificaram duas dimensões: Grupo (α = 0,79) reflete as práticas docentes dirigidas à turma; Personalização (α = 0,88) refere-se as práticas docentes dirigidas ao estudante individualmente, que explicaram 48,6% da variância. Os docentes apresentaram mais práticas para o grupo do que personalizadas. A EPPD apresentou evidências de validade e confiabilidade de conteúdo, face e construto e é uma ferramenta potencialmente útil para avaliar as práticas docentes voltadas para o grupo e para estudantes individualmente.

Personalized teaching practices can improve students' school performance. However, specific instruments to evaluate these practices in the Brazilian context couldn't be found. The main goal of this study was to construct and present validity evidence for the Teaching Practice Perception Scale (TPPS). Twenty-five items were crated and evaluated by 11 judges. The resulting 17-item scale was applied to 477 teachers via online form. Factorial analyzes identified two dimensions: 'Group' (α = .0,79) reflects group-oriented teaching practices; 'Personalization' (α = 0,88) refers to individual-oriented teaching practices, which explained 48,6% of the total variance. Teachers presented more group than individual-oriented practices. The TPPS presented evidences of content, face and construct validity and reliability, and is a potentially useful tool for assessing group and individual-oriented teaching practices.

Prácticas docentes personalizadas pueden mejorar el rendimiento escolar estudiantil. Sin embargo, no existen instrumentos específicos para evaluar estas prácticas en el contexto brasileño. El objetivo en este estudio fue desarrollar la Escala de Percepción de la Práctica Docente (EPPD) y mostrar datos sobre su validez. Fueron construidos 25 ítems que después fueron evaluados por 11 jueces. La escala resultante de 17 ítems fue aplicada a 477 maestros a través de un formulario digital. El Análisis Factorial indicó dos dimensiones: 'Grupo' (α = .79) refleja las prácticas de enseñanza dirigidas a toda la clase; 'personalización' (α = .88) se refiere a las prácticas de enseñanza dirigidas al alumno individual, que explican el 48,6% de la varianza total. Los maestros mostraron más prácticas orientadas al grupo que al estudiante individual. La EPPD tiene confiabilidad y validez de contenido, aparente y de constructo, y es una herramienta potencialmente útil para evaluar las prácticas de enseñanza para grupos de estudiantes e individual.

Formação de gestoras escolares: contribuições teórico-práticas da psicologia histórico-cultural / Formation of school managers: theoretical-practical contributions of historical-cultural psychology / Informe de experiencia: Formación de gestoras escolares: contribuciones teórico-prácticas de la psicología histórico-cultural

Relata-se neste estudo a experiência de formação de gestoras escolares pautada nos pressupostos teóricos da psicologia histórico-cultural. A intervenção ocorreu como uma das ações do Projeto Educação Sem Fronteiras (PESF) ­parceriaentre a Secretaria Municipal da Educação e o departamento de psicologia de uma universidade estadual paulista no atendimento às escolas da rede que apresentam baixos índices de IDEB (Índice de Desenvolvimento da Educação Básica). Realizaram-se reuniões mensais de estudo com as gestoras das seis escolas participantes e com representantes do departamento pedagógico da Secretaria Municipal de Educação. As temáticas dos encontros foram estabelecidas a partir da demanda do grupo, o qual elegeu como objetivos dosestudos: 1. compreender a produção de motivos e interesses para a aprendizagem dos/as alunos/as e 2. compreender como se forma e se desenvolve a atividade de estudo como atividade principal na idade escolar. Adotou-se como estratégia de articulação teórico-prática a proposição de tarefas de estudo sobre os temas discutidos em cada encontro, tendo como referência o conceito de tarefa de estudo de Davydov e Markova (1987). Os resultados apontam que a aplicação dos pressupostos teóricos da psicologia histórico-cultural às demandas concretas de organização do ensino no cotidiano escolar possibilita a superação da tradicional dicotomia entre teoria e prática na formação docente e promove a construção de novas diretrizes para o fazer pedagógico.

This work reports the experience of training school managers based on the theoretical assumptions of historical-cultural psychology. The intervention took place as one of the actions of the Project Education Without Borders (PESF) -a partnership between the Municipal Secretary of Education and the psychology department of a state University of São Paulo in assisting schools that have low IDEB (Basic Education Development Index). Study meetings were held monthly with the managers of the six participating schools and with representatives of the pedagogical department of the Municipal Secretary of Education. The themes of the meetings were established based on the demand of the group, which chose as study goals: 1. understanding the production of motives and interests for the students' learning and 2. understanding how the study activity is formed and developed as a main activity at school age. As a strategy of theoretical-practical articulation, the proposition of study tasks on the themes discussed in each meeting was adopted. As a reference, the concept of study task of Davydov and Markova (1987) was used. The results point out that the application of the theoretical assumptions of historical-cultural psychology to the concrete demands of the organization of teaching in the daily school life makes it possible to overcome the traditional dichotomy between theory and practice in teacher education and promotes the construction of new guidelines for pedagogical practice.

Se informa la experiencia de formación de gestoras escolares guiada por los supuestos teóricos de la psicología histórico-cultural. La intervención se llevó a cabo como una de las acciones del Proyecto Educación sin Fronteras (PESF) -una asociación entre la Secretaria Municipal de Educación y el departamento de psicología de una universidad estatal de São Paulo en la asistencia a las escuelas que tienen bajas tasas de IDEB (Índice de Desarrollo de la Educación básica). Hubo reuniones de estudio mensuales con las gestoras de las seis escuelas participantes y representantes del departamento pedagógico de la Secretaría Municipal de Educación. Los temas de las reuniones se establecieron a partir de la demanda del grupo, que ha elegido como objetivos de los estudios: 1. Comprender la producción de motivos e intereses para el aprendizaje de los estudiantes; 2. entender cómo se forma y desarrolla la actividad de estudio como actividad principal en la edad escolar. Fue adoptado como estrategia de articulación teórica y práctica la proposición de tareas de estudio sobre los temas tratados en cada reunión. Se utilizó el concepto de tarea de estudio de Davydov y Markova (1987). Los resultados muestran que la aplicación de los principios teóricos de la psicología histórico-cultural a las demandas específicas de la organización de la enseñanza en la rutina escolar permite superar la tradicional dicotomía entre la teoría y la práctica en la formación del profesorado y promueve la construcción de nuevas directrices para la práctica docente.

Incidencia de algunos factores sociales en el incremento del cáncer de mama / Incidence of some social factors in breast cancer increase

Se realizó un estudio observacional, descriptivo y longitudinal de 95 pacientes (90 mujeres y 5 hombres), atendidos en la consulta de Mastología del Hospital Oncológico Provincial Docente Conrado Benítez de Santiago de Cuba, desde enero de 2014 hasta febrero de 2015, con vistas a determinar los factores sociales que inciden en el incremento del cáncer de mama y, a partir de entonces, elaborar una propuesta de acciones que permitan potenciar la promoción y educación para la salud. Fueron aplicados técnicas cualitativas que permitieron conocer las experiencias, las actitudes, los pensamientos y las reflexiones de los participantes expertos. Se observó que la mayoría de los pacientes (67,4 por ciento) desconocían lo relacionado con las actividades de promoción de salud desarrolladas por las organizaciones de masas, así como el pobre desempeño de los médicos de familia en este sentido

An observational, descriptive and longitudinal study of 95 patients (90 women and 5 men), assisted in the Breast Service of Conrado Benítez Teaching Provincial Cancer Hospital in Santiago de Cuba, was carried out from January, 2014 to February, 2015, aimed at determining the social factors that impact in the increase of breast cancer and, from that time on, elaborate a proposal of actions that allow the promotion and education for health. Some qualitative techniques were implemented that allowed to know the experiences, attitudes, thoughts and reflections of the expert participants. It was observed that most of the patients (67.4 percent) ignored everything related to the activities of health promotion developed by the masses organizations, as well as the poor performance of the family doctors in this sense

Comparative effectiveness of non-print media and live CME.

Continuing Medical Education is an integral ingredient of professional development of health care providers. The educational activity can be delivered by different modes. Here we share our experience of using Digital Video Disc (DVD) of a CME on Sleep Medicine as an alternative and cost effective mode. Objective: To assess improvement in knowledge and competencies in terms of comparative effectiveness of a model CME program using validated non-print medium for medical education. Methods: Recorded and validated DVD of talks delivered at NAMS-AIIMS Regional Symposium on Sleep Medicine was played to the participants in presence of one of the content experts. Video scripts of talk were also distributed to the participants. The assessment of participants and program evaluation of this CME was compared to the previously held live CME. Results: Eighty nine participants completed both pre and post test. Mean score increased from 9.91± 3.5 to 14.09 ± 2.85. Pass percentage based on an arbitrary cut off of 50%, increased from 8.3 to 43.8 (p< 0.001). Among the live CME group, mean score improved from 12.1±4.6 to 18.3 ± 3.8. Comparative analysis between live and DVD based CME showed improvement in scores of 6.17 and 4.18 respectively while pass percentage of 84.7 and 43.8 post CME among two modes were significant. The program evaluation showed identical level of satisfaction in all parameters except they were less satisfied vis-a-vis 'organizers made use of any critical comments I made' since all locally available resource persons were not present. Activity could be completed at just half the cost of live CME. Conclusions: The educational background and selection process of UG students between two medical institutes were strikingly different. While students at one institute were selected by highly competitive exam at All India level, the students at other institute were selected through state level competitive examination. In spite of that, results showed comparative impact on knowledge and competencies among the participants and hence proves this to be a cost-effective mode of delivery of educational assignment.

A questão do meio na pedologia e suas implicações pedagógicas / The problem of the environment in paedology and its pedagogical implications / La question de l'environnement dans la pédologie et ses implications pédagogiques / El tema del entorno en la pedologia y sus implicaciones pedagógicas

Este texto faz uma leitura da conferência de Vigotski sobre a questão do meio na pedologia buscando as implicações pedagógicas das ideias aí contempladas para a educação das crianças, especialmente das crianças pequenas. Destaca inicialmente a metodologia do autor que ensina seus ouvintes e leitores a pensar dialeticamente, desafio a ser enfrentado por aqueles leitores que, acostumados a pensar com a lógica formal, se propõem a compreender os estudos de Vigotski. Toma, especificamente, duas questões trazidas por Vigotski na referida conferência para refletir sobre seu significado para as práticas pedagógicas com as crianças pequenas: a linguagem oral como aspecto que condiciona a influência do meio sobre o desenvolvimento humano na infância e a especificidade do desenvolvimento cultural na infância que faz da forma ideal ou final das objetivações humanas um elemento essencial na formação e no desenvolvimento das qualidades humanas desde suas etapas mais elementares. Em ambos os casos, as reflexões desenvolvidas por Vigotski nessa conferência deflagram uma revolução no pensar e agir docentes, especialmente para a educação da pequena infância.

This paper searches the pedagogical implications for early childhood education presented in the lecture given by Vygotsky about the environment and its influence on child development. It points out the author's methodology as he brings up his arguments initiating the listeners and readers in the dialectical thinking, challenge to be faced by readers educated in the logical thinking but aiming to understand Vygotsky's studies. It elects two arguments brought by Vygotsky in the mentioned conference: the oral language and its meaning for the influence of the environment on human development in early childhood and the development singularities in childhood which consists on the following: that which it is possible to achieve at the end and as the result of the developmental process, is present in the environment from the very beginning and influences and guides the child's development. Both arguments brought by Vygotsky in this conference start off a revolution in the way teachers think and act in young children education.

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants.

Este texto es una lectura de la conferencia de Vigotski sobre el tema del entorno en la pedología buscando las implicaciones pedagógicas de las ideas ahí presentes para la educación de niños y niñas, especialmente los más pequeños. Inicialmente, pone de relieve la metodología utilizada por el autor que enseña a sus oyentes y lectores a pensar dialécticamente - desafío para los lectores acostumbrados a pensar con la lógica formal que se proponen a comprender los estudios de Vigotski. Aquí, en concreto, se toman dos cuestiones planteadas por Vigotski en esa conferencia para reflexionar sobre su significado para las prácticas pedagógicas con niños de corta edad: el lenguaje oral como aspecto que condiciona la influencia del entorno sobre el desarrollo humano en la infancia y la especificidad del desarrollo cultural en la niñez que hace de la forma ideal o final de las objetivaciones humanas una guía en la formación y desarrollo desde sus etapas más elementares. En ambos casos, la discusión planteada en esta conferencia por Vigotski desata una revolución en el pensamiento y en la actuación docente.

Concepções docentes sobre o construtivismo e sua implantação na rede estadual de ensino fundamental / Teachers's conceptions of constructivism and its implementation in the state elementary education / Concepciones docentes sobre el constructivismo y su implantación en la red estatal de enseñanza primaria

No presente relato de pesquisa, são apresentadas as concepções dos professores sobre o construtivismo, investigadas através de entrevista com quarenta professores do ensino fundamental de duas escolas de uma cidade do interior de São Paulo. As entrevistas foram gravadas e transcritas literalmente, e os resultados foram submetidos à Análise de Conteúdo. As entrevistas indicaram que a maioria dos professores tem uma noção imprecisa sobre o construtivismo. Os professores consideraram que, devido à falta de estudo, orientação e apoio da escola, não têm preparo para trabalharem com o construtivismo. Dessa forma, supõe-se que os pressupostos construtivistas não foram transmitidos de maneira adequada aos docentes. Constatou-se que, para os professores, o construtivismo foi mais uma reforma educacional imposta a eles. De maneira geral, os professores não são desfavoráveis à implantação do construtivismo no cotidiano escolar, porém não concordam com a forma como se deu essa implantação.

In this study we investigate teachers’ conceptions of constructivism. We interviewed forty teachers from two elementary schools in the countryside of the state of São Paulo. The interviews were tape-recorded and transcribed literally. Content Analysis was used to analyze the data. The results indicated that most teachers have an imprecise notion of Constructivism. The teachers considered that, due to the lack of study, guidance and support from the school, they are unprepared to adopt constructivist pedagogy. Thus, it is possible to suggest that the constructivist presuppositions have been transmitted to teachers through an inadequate strategy. For these professionals, Constructivism seems to represent one more educational reform which was imposed on them. In general, the teachers revealed to be favorable to the implementation of Constructivism in their classrooms. However they disagree with the way it has been implemented.

En el presente relato de investigación son presentadas las concepciones de los profesores sobre el constructivismo, investigadas a través de entrevista con cuarenta profesores de la enseñanza primaria de dos escuelas de una ciudad del interior de São Paulo. Las entrevistas fueron grabadas y transcritas literalmente y los resultados fueron sometidos a Análisis de Contenido. Las entrevistas indicaron que la mayoría de los profesores tiene una noción imprecisa sobre el constructivismo. Los profesores consideraron que, debido a la falta de estudio, orientación y apoyo de la escuela, ellos no tienen preparo para trabajar con el constructivismo. De esta forma, se supone que los postulados constructivistas no fueron transmitidos de manera adecuada para los profesores. Se constató que, para los profesores, el constructivismo fue una reforma educativa más a ellos impuesta. En general, los profesores no son desfavorables a la implementación del constructivismo en el cotidiano escolar, sin embargo no están de acuerdo con la forma de cómo se realizó esa implantación.

Status of Clerkship Education and Its Evaluation in Korean Medical Schools / 한국의학교육

PURPOSE: The aim of this study is to identify the status of clerkship education and its evaluation in Korea. METHODS: Questionnaires were sent to 943personnel in 23clinical departments of 41medical schools nationwide from April, 1 to April 10, 2004. We analyzed the 638 questionnaires that were collected from 39medical schools. RESULTS: The most frequently used methodologies for clerkship education were small group lecture(17.1%), observation of ambulatory care(15.7%), seminar(12.9%), observation and support of operation(12.4%), ward rounding(12.1%). The relative proportion of educational methodologies was varied according to the type of clinical departments. Most of the clinical clerkship activity was conducted in the university hospital. Also, the clerkship activities were educated by professors(57.8%), fellows(9.1%), residents(30.6%) and others(2.5%). The evaluation methods were written exam(21.8%), attendance(17.5%), report(14.0%), and oral exam(12.0%). In terms of evaluating items, acquirement of clinical knowledge has been mainly tested. However, students' ability to communicate, build human relationship, and clinical skills has been less frequently evaluated in most of medical schools. CONCLUSION: It is most likely that the current status of clerkship education and its evaluation in Korea is focused on the education and assessment of clinical knowledge. To improve this, the following areas need to be enriched: interaction between faculty and students, experience-based clerkship, effective feedback, time management, objectivity of evaluation, performance evaluation.

The Educational Needs of Mothers of Nephrotic Syndrome Patients and the Degree of the Importance of Educational Activity Perceived by Nurses / 아동간호학회지

This is descripitive study conducted to identify educational needs of mothers of nephrotic syndrome patients and the degree of the importance of educational activity perceived by nurses who look after nephrotic syndrome patients. The study subject were composed of 60 mothers & 63 nurses of nephrotic syndrome patients whose children were hospitalized in 2 Pediatric wards of University Hospital in Seoul and 1 in Pusan from Mar. in 1997 to July 1997. A questionnaire for this study was item Kikert type 5 point scale, developed on the basis of previous literature and researcher's clinical experience and the reliability of the used instruments was alpha=.97. The data analysis was done by SAS. t-test, and ANOVA were done to determine the effect of general characteristics of subjects on their educational needs. T-test was done to measure relations between the degree of educational needs and importance of educational activity. The results were as follows. 1. The Educational needs of mothers ranked as the highest in home care. 2. In character of mothers, the degree of education, economic state, the number of child and occupation was significant in statistically. 3. The importance of educational activity of nurses ranked the highest in diagnosis and treatment of the disease. 4. The educational needs of nephrotic syn, children' mother and importance of nurses were different in diagnosis and treatment of the disease and home care. On the basis of these results, we suggest as follows. 1. It is proposed that nurses use these results of the study actively for the educational program for Nephrotic Syndrome patients and their mothers. 2. It is suggested to make a comparative study of the degree of nurses' understanding of the importance on educational items with the instruments of this study.