Autoscopy in the process of training reflective professors

Abstract

Objective: to understand how autoscopy, supported by the Model of Action and Pedagogical Reasoning, contributes to the formation of reflective professors. Methods: a qualitative and descriptive study, carried out with a Nursing professor, of the Nursing Technical Course. For the collected data, through interviews, non-participant observation and autoscopy, content analysis was used, with the results interpreted in the light of the referential theorist of Shulman. Results: the perceptions reported by the professor before autoscopy differ from the post-autoscopy findings, demonstrating advances in the new comprehension. The structure of autoscopy, following Shulman's Model of Action and Pedagogical Reasoning, made possible reflective professor exercise. Conclusion: the inclusion of autoscopy in teacher training processes can stimulate reflective posture, allowing for advances in teaching practices.

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