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.
Highlights
The pedagogical training of professors in the health area has been a subject of growing concern, considering the requirements for training professionals in the area, technically, politically and ethically qualified
To strengthen pedagogical practice, professor education is seen as a possibility, and should be offered continuously by educational institutions, with strategies, among others, that allow self-evaluation and reflection on the teaching practice itself[3]
One of them considers that professors can learn through reflections structured criticisms of one’s own practices and a model of professor training, whose reflection is the key to professor development, allows for advances in other professors’ practices in analyzing and exploring the results of these observations[6]
Summary
The pedagogical training of professors in the health area has been a subject of growing concern, considering the requirements for training professionals in the area, technically, politically and ethically qualified. To strengthen pedagogical practice, professor education is seen as a possibility, and should be offered continuously by educational institutions, with strategies, among others, that allow self-evaluation and reflection on the teaching practice itself[3]. In this sense, there has been an increasing increase in research and reflection on professor training in nursing and other health areas, in the most varied aspects[2,4,5]. Observing the practice in an honest and critical way[8] allows the professor to reflect, leading him to identify the logic and motives of his actions, providing intense reflexive activity[9]
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