RESUMO
RESUMEN En la Educación Médica Superior lo fundamental es formar al profesional de la salud desde la perspectiva de desarrollo social humano capaz de cumplir con calidad y eficiencia su rol docente y asistencial. La investigación tiene como objetivo el diseño de un programa de preparación pedagógica para los profesores noveles que imparten la educación en el trabajo en la carrera de Estomatología. Se aplicaron como métodos y técnicas: el análisis de documentos, el histórico-lógico, la observación, la entrevista y la encuesta. Para corroborar el valor científico metodológico del programa propuesto se empleó el método de talleres de opinión crítica y construcción colectiva, cuyos resultados dan cuenta de la factibilidad para su aplicación y su contribución al desarrollo profesional pedagógico relacionado con procesos de mejora en las actitudes y en los conocimientos con respecto al aprendizaje de los docentes noveles en la carrera de Estomatología.
ABSTRACT In Higher Medical Education, the fundamental thing is to train a professional of health from the perspective of human social development capable of fulfilling its teaching and care role with quality and efficiency. The research aims to design a pedagogical preparation program for new teachers who teach education at work in the career of Stomatology. The following methods and techniques were applied: document analysis, historical-logical analysis, observation, interview and survey. To corroborate the scientific methodological value of the proposed program, the method of critical opinion workshops and collective construction was used, the results of which show the feasibility of its application and its contribution to pedagogical professional development related to processes of improvement in attitudes and skills knowledge regarding the learning of new teachers in the career of Stomatology.
RESUMO
OBJECTIVE: In the present research, we examined the effect of getting a new teacher on consistency in students' personality measures, including trait and social cognitive constructs. METHOD: To test the effect of this kind of situational transition, we analyzed two large longitudinal samples (N = 5,628; N = 2,458) with quasi-experimental study designs. We used two consistency measures (i.e., rank-order clations and changes in variance over time) to compare students who got a new teacher with students who kept the same teacher. RESULTS: Multiple-group latent variable analyses showed no differences in the rank-order correlations for the math-related social cognitive constructs of interest, effort, self-concept, self-regulation, anxiety, and the Big Five personality traits. Significantly lower rank-order correlations were found for some of the German- and English-related social cognitive constructs (i.e., effort measures) for the group of students who got a new teacher. Regarding the changes in variance (over time), we found no systematic differences between groups in both studies. CONCLUSIONS: We found partial support for the idea that social cognitive variables are more susceptible to environmental changes (i.e., getting a new teacher) than the Big Five personality traits are.
Assuntos
Personalidade , Professores Escolares/psicologia , Autoimagem , Estudantes/psicologia , Adolescente , Feminino , Alemanha , Humanos , Estudos Longitudinais , Masculino , Instituições AcadêmicasRESUMO
The centres of functional experiment in whole medical colleges accept many new teachers every year,and it is a problem how to improve the new teachers' teaching quality as soon as possible.We have gradually summarized an effective model of training the new teachers in functional science experiment based on the long-term effort.
