Abstract
ABSTRACT Objective to analyze how professors’ education takes place in Graduate Programs in Nursing in Brazil. Method this is an exploratory and descriptive study that used as a technique document analysis of data obtained from the examined programs. Data collection was carried out in May 2020. Numerical data were analyzed using simple and relative frequency. Course description and other information of the available courses were grouped according to the themes addressed. Results fifty-three stricto sensu graduate programs in nursing were identified that offered 61 courses related to pedagogical training. Of these, 28 had a course description/information available online, and they were analyzed. The themes emerging from the analyzes were grouped into two dimensions: “The pillars of faculty training” and “Didactics” both indicate essential elements for faculty training. The training of professors who work in higher education, especially in the health area, is of fundamental importance due to today’s demands, which require competent and versatile professionals, capable of solving problems and working as a team. Conclusion pedagogical training is inherent to teaching and requires educational intentions, in addition to encouraging self-reflection processes on new ways of planning and executing the teaching and learning process. In nursing, it is necessary to encourage professor trainers to expand the offer of pedagogical training courses, make course descriptions available and produce knowledge in the area aiming at exchanging experiences.
Highlights
The construction of the knowledge necessary for an excellent pedagogical practice is a current challenge for university teaching due to the growing demands for a professional capable of thinking, reflecting, articulating knowledge for evidence-based decision-making, all aimed at transforming realities in which it is inserted
Most graduate programs (GP) in nursing in Brazil offer one or more courses related to pedagogical training, which is important in the current scenario, in which the training of university professors is expected to take place during stricto sensu graduate courses
This study provides important contributions to the field of nursing, as it characterizes GP in the national scenario and lists fundamental aspects that are addressed in the courses offered by such programs
Summary
The construction of the knowledge necessary for an excellent pedagogical practice is a current challenge for university teaching due to the growing demands for a professional capable of thinking, reflecting, articulating knowledge for evidence-based decision-making, all aimed at transforming realities in which it is inserted. On the one hand, students need to be trained in this way, on the other hand, the professor needs pedagogical preparation for such training. In addition to expertise in the area of knowledge, training in the pedagogical field and the use of educational processes that lead students to reflect on their commitment to building their own knowledge is essential[1]. The qualification of the teaching staff does not guarantee quality of training in higher education, and many professors do not have pedagogical preparation for teaching[3]. An ideal preparation of professionals to work in society requires new perspectives from the university to compose its teaching staff[4]; for this, faculty training in the pedagogical field is fundamental to the exercise of teaching in any profession
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