Formación docente en y para la universidad: dispositivos y prácticas en Ciencias de la Salud

Abstract

Systematic training for in-service teachers whose main occupation is not teaching presents challenges. This paper describes a teaching training program at a university of health sciences that deals with them. Around 40 professionals who teach in undergraduate and graduate courses of the Instituto Universitario del Hospital Italiano de Buenos Aires take part annually in this program. In order to explain how this program faces those challenges, we perform a pedagogicaldidactic characterization of some of its “training devices”. This analysis is part of didactical design research undertaken by the authors and teachers responsible for this proposal and includes both systematic record of experience in the classroom, participants written work and their personal reflections. As a result we find that these devices can be grouped into three types: to mobilize the reflection on their own conceptions, to produce alternative courses of actions and to play the whole game of teaching. From the voice of the participants, these devices, complementary and throughout the two years of the program, problematize practices uncritically reproduce, modify conceptions and improve the practice of teaching. Thus, this analysis provides conceptualizations and training proposals that could support not only the activity of those who are responsible for designing and conducting such projects, but also to the production of knowledge in the field of teacher training in university teaching.

Keywords

• programa de formación
• educación superior
• método educativo
• ciencias de la salud
• universidad
• estrategias didácticas