Abstract
To identify possibilities for developing teaching community of practice as a permanent training strategy for teaching in vocational nursing education. This is a qualitative action research, carried out with vocational training professors and pedagogical coordination of a Unified Health System Vocational School of Ceará. Data were collected by focus groups and submitted to Bardin's content analysis, supported by the Qualitative Data Analysis Software. Possibilities for the development of teaching community of practice were identified by the perception of the need for teacher training, difficulty in reconciling work and study, and the feasibility of promoting this training in a group. Teaching community of practice, in addition to being a viable strategy for nursing professor education, is urgent, as the training of secondary-level workers is crucial for quality of care and consolidation of the Unified Health System.
Highlights
A professor’s work demands preparation and knowledge that goes beyond the specifics of a given area of knowledge so that their training needs to be consistent with the demands and complexities of being/doing a professor[1,2]
In the High School Vocational Training (EPTNM – Educação Profissional Técnica de Nível Médio) in nursing, reflecting on professor education is thinking about the training of nursing technicians, workers who occupy a central space in nursing/health care in the Unified Health System (SUS – Sistema Único de Saúde), due to the high number and magnitude of their attributions[3,4,5]
70 registration units (RU) emerged, organized into six subcategories and, into two categories, detailed below, which identified the possibilities for developing the teaching community of practice
Summary
A professor’s work demands preparation and knowledge that goes beyond the specifics of a given area of knowledge so that their training needs to be consistent with the demands and complexities of being/doing a professor[1,2]. In the High School Vocational Training (EPTNM – Educação Profissional Técnica de Nível Médio) in nursing, reflecting on professor education is thinking about the training of nursing technicians, workers who occupy a central space in nursing/health care in the Unified Health System (SUS – Sistema Único de Saúde), due to the high number and magnitude of their attributions[3,4,5]. In this context, it is appropriate to emphasize the relevance of the space occupied by the SUS Vocational Schools (ETSUS – Escolas Técnicas do Sistema Único de Saúde), due to the firm commitment to base their training processes on the principles of the Brazilian health system[5,6]. That training for teaching represents an extremely valuable topic, considering the urgent need to train workers committed to health care in and for SUS
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