Teaching Activities Research Articles

FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO INFANTIL EM NÍVEL LATO SENSU: PENSAR O PROCESSO FORMATIVO NA PERSPECTIVA HISTÓRICO-CRÍTICA

The text aims to reflect on the training process experienced by Early Childhood Education teachers in a lato sensu postgraduate course, highlighting its implications for pedagogical activity with children. The specialization course in Early Childhood Education and Child Development is based on formative actions aimed at creating possibilities for teachers from the perspective of human formation. The course is part of the teacher training policy for Early Childhood Education and is supported by the Common National Base for Basic Education Teacher Training (BNCFP), the National Curriculum Guidelines for Early Childhood Education (DCNEF) and the Common National Curriculum Base (BNCC). Our analysis is based on Historical-Cultural Psychology and Historical-Critical Pedagogy, both grounded in the epistemology of Historical-Dialectical Materialism. The reflection developed here highlights the concern to guarantee the humanization of teachers in a training process that continues to be guided by liberal educational policies. The results indicate that the learning developed through the course has relevant implications for teachers' pedagogical activity. However, there is a pressing need to ensure that teacher training for Early Childhood Education is an ongoing public policy and that the public authorities provide the objective conditions necessary for this learning to reverberate in consistent practices, so that teachers and children experience humanization, in other words, develop towards the human race.

VENHA VER O PÔR DO SOL COMIGO! REFLEXÕES SOBRE OS MUNDOS DAS INFÂNCIAS E RESISTÊNCIA VIA TRABALHO DOCENTE

Starting from the understanding that laughter, joy, emotions and senses are central and legitimate in the education of children, the objective is to reflect on the teaching action in education in early childhood education in the search for new meanings and meanings for teaching, learning and child development. It is an essay in the light of the critical foundations of childhood education and of authors who dialogue with this theoretical basis. Organized into three sections, initially brings the conceptions of children and childhoods, emphasizing the role of the educational context in their formation, then highlights the relevance of children's experience based on teaching intentionality and, finally, presents educational organizers that can help to think the role of the educational institution and teaching work in the process of child humanization. We reiterate the need to organize teaching based on a commitment to valuing and offering meaningful experiences, which enhance and promote interaction, autonomy and daily learning, committed to expanding children's knowledge. Pedagogical work committed to the human development of children must include their participation, consideration of their ways of thinking and interpreting the world, as a way of welcoming and valuing the childlike being.

SER PROFESSORA DE BEBÊS: PERSISTÊNCIAS E PERSPECTIVAS NA FORMAÇÃO INICIAL PARA A DOCÊNCIA

Being a teacher for babies involves appropriate knowledge in the theoretical-pedagogical relationship that shapes the process of professional identity formation. Thus, this article aims to analyze the continuities and perspectives in teaching practice with/for babies through an internship experience documented in a report. The methodology was theoretical-documentary, with the analysis focusing on an internship report as a research instrument, which allows for the examination of the formative movement of teachers in initial training and reveals the learning process for teaching. The compiled data were selected and organized into three categories of analysis: 1) Organization of space in teaching practice with babies; 2) Teaching actions in pedagogical practice with babies; and 3) The formative movement of the students and its implications for and in the constitution of teaching. A careful examination of the scientific writing of the internship report highlighted the persistences that still permeate pedagogical practices with babies and, concurrently, inspired possibilities to reflect on educational actions more conducive to learning and child development. We conclude that it is crucial to invest in initial training, with studies and immersion in professional practice through supervised curricular internships, as a means to equip teachers for the specificity of early childhood education. Moreover, the ongoing training of teachers needs to be an object of investment in a consistent, longitudinal and rigorous formative process, that dialogues with historical-cultural conception of early childhood education, childhood, and teaching aligned with the theoretical-practical framework already established in area.

Analisis Perubahan Strategi Pembelajaran dari Kurikulum 2013 ke Kurikulum Merdeka di SMAN 14 Kabupaten Tangerang

The curriculum is a set of plans and arrangements regarding learning materials that serve as a guide in teaching and learning activities. Indonesia has experienced several curriculum changes, including the 1947, 1964, 1968, 1973, 1975, 1984, 1994, 1997, 2004, 2013, and Merdeka Curriculum. Given the importance of the concepts of curriculum and learning in the education system, efforts are needed to plan lessons that align with the material being taught. The relatively quick shift from the 2013 Curriculum to the Merdeka Curriculum has made many teachers feel unprepared for these changes. At SMA Negeri 14, the 2013 Curriculum is applied for grade 12, while the Merdeka Curriculum is implemented in grades 10 and 11

Does teachers’ self-reported growth mindset ensure growth mindset-oriented feedback practices in the classroom?

This study examined the congruence/incongruence between teachers’ self-reported mindset beliefs and their actual teaching practices within the framework of implicit theories of intelligence. A total of 226 middle school teachers (65.90% female, average age = 31.70 years, SD = 5.03; average education year = 16.23, SD = 1.49; average teaching experience = 6.52 years, SD = 4.17) from Shanghai City, mainland China, completed the growth mindset inventory (GMI) for measuring self-reported growth mindset beliefs and underwent classroom observations, which recorded the frequency of their growth mindset-oriented feedback practices while teaching. Subsequently, the 20 teachers with the most extreme GMI scores (i.e., the 10 teachers with the highest scores and the 10 teachers with the lowest scores from this initial pool) were invited to take part in semi-structured interviews to understand the reasons behind the possible congruence/incongruence. Interesting results were found. First, the results of the spearman correlation and multiple regression analyses suggested incongruence between teachers’ self-reported mindset beliefs and their actual feedback practices in real classroom settings for those with growth and neutral mindsets but congruence for those with fixed mindsets. Second, the results of the semi-structured interviews further illustrated that whether teachers demonstrated congruence/incongruence in their growth mindset beliefs and actual growth mindset-oriented feedback practices in the classroom was influenced by contextual factors such as institutional policies, cultural orientations, community expectations, and the general educational competition environment. These findings contribute to a deeper understanding of the factors influencing the alignment between mindset beliefs and teaching practices, which highlight the need for addressing these discrepancies in teacher development programs.

Engagement of general practice preceptors in teaching residents in outpatient settings in China: a national cross-sectional study

BackgroundOutpatient training is crucial for the standardized residency training of General Practitioners (GPs) in China. However, there is concern that General Practice (GP) preceptors may lack the willingness and capacities to teach residents in outpatient settings. Understanding how GP preceptors practice routine outpatient training and their views is essential for designing strategies; however, this issue has not been well studied. Thus, our study aimed to investigate the extent of GP preceptors’ engagement in teaching residents in outpatient settings and to identify the factors associated with their practice of providing guidance in China.MethodsIn this cross-sectional study, we distributed a self-administered questionnaire to 417 GP preceptors. Participants were selected from 142 hospitals across 24 provinces and had participated in the National GP Preceptor Training Program in early May 2024 in Hangzhou, China. A descriptive analysis was used to assess the extent of GP preceptors teaching residents in outpatient settings and their perceptions of outpatient training. Logistic regression analysis was employed to identify the associated factors of GP preceptors’ engagement in teaching residents in outpatient settings.ResultsOf the 297 participants included in the final analysis, 64.3% were female, with a mean age of 41.8 years (range: 29–56). A majority (63%) of GP preceptors expressed confidence in their ability to conduct outpatient training, and 68.7% indicated a willingness to increase their teaching efforts. While over 70% reported “always” or “often” providing helpful guidance to residents, only about a third consistently encouraged residents to take medical histories, perform physical examinations, and make preliminary clinical decisions. Logistic regression analysis shows that GP preceptors’ frequent outpatient training, more medical experience, longer preceptorship, and confidence and determination were positively correlated with offering helpful guidance to residents, whereas concerns about reduced consultation efficiency and income were negatively associated with this guidance.ConclusionAlthough most GP preceptors in China report a strong willingness to engage in outpatient training, their actual teaching practice falls short of expectations in some respects and is correlated with their prior experiences and perceptions of such training. Strategic interventions that offer incentives, support, and increased opportunities for engagement in outpatient training are essential to enhance teaching practices.

Exploring medical educators’ perspectives on teaching effectiveness and student learning

BackgroundMedical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints. This study aimed to explore medical educators’ teaching approaches, their perceptions of their effectiveness, and the challenges they face in implementing modern pedagogical techniques.MethodsA sequential explanatory mixed-method study was conducted. First, the Approaches to Teaching Inventory (ATI) was administered to 130 medical and dental educators in Karachi, Pakistan (71% response rate, n = 93), assessing teacher-centered (Information Transmission/Teacher-Focused, ITTF) versus student-centered (Conceptual Change/Student-Focused, CCSF) approaches. Second, semi-structured interviews were conducted with 25 educators purposively selected from the initial sample. Quantitative data were analysed using SPSS and Mann-Whitney U tests. Qualitative data were subjected to thematic analysis to identify key themes.ResultsThe quantitative results demonstrated that educators often use a blended teaching approach. No significant gender differences were found in teaching experience or teacher-centric scores; however, female educators scored higher on the student-centric approach (p = 0.001). Qualitative analysis identified themes: (1) teachers as catalysts for student transformation, emphasising mentorship and practical learning; (2) curriculum challenges and the need for faculty development, highlighting dissatisfaction with outdated curricula and assessments focused on rote memorisation; and (3) teaching practices advocating for interactive methods and continuous assessment aligned with practical clinical skills. Educators expressed a desire for faculty development programs to support student-centered learning.ConclusionsMedical educators recognise the importance of student-centred approaches but face significant challenges due to institutional pressures, outdated curricula, and inadequate assessment methods. There is a critical need for curriculum reform, adoption of continuous formative assessments, and faculty development programs to enhance teaching effectiveness. Institutions should promote environments that value pedagogical excellence and support innovative teaching practices. Aligning educators’ perceptions with actual teaching practices is essential to improve medical education and prepare students for professional practice.

Time series models for the description and forecasting of incident cases of dengue: a case study in Londrina- Paraná

Objective: The objective of this study is to describe the temporal behavior of dengue cases and to model the temporal evolution of reported incident cases for the Londrina city, Paraná-Brazil using time series modeling, specifically Seasonal Autoregressive Integrated Moving Average (SARIMA) models from January 2015 to February 2023, with the aim of predicting new cases. Methods: This is an ecological epidemiological study with a time series component. Data were obtained monthly by InfoDengue site in a structured way for the Londrina city- Paraná between January 2015 and February 2023. Time series analysis was used and the SARIMA (Seasonal Autoregressive Integrated Moving Average) model was chosen, since these models incorporate a seasonal component, to fit the natural situation of the disease with recursive periodic peaks and drops over the series, considering thus the intrinsic seasonality of dengue in spring and summer periods with an increase in cases. Results: After several inductive adjustments, the SARIMA model (2,1,2)(1,1,1)12 provided the best fit for dengue incidence data, with good performance, including capturing the oscillation peaks of the year 2020 (period of the coronavirus pandemic). Conclusion: The main contribution of the work is a better understanding of the disease, allowing predictions of the number of cases in periods subsequent to the series studied, which brings support for decision-making in public policies for prevention and educational actions for the population, and possibility of managing the SUS priority health system.

Comprehensive Diagnosis and Dendrograms: Model for Understanding Students and Their Learning Styles

Objective: To characterize socially, economically and culturally, as well as analyze the learning styles of Public Accounting students through a comprehensive diagnosis, and using the VARK model (Fleming & Mills, 1992) for the generation of Dendrograms. Theoretical Framework: The theoretical framework that includes the design of didactic units (Tamayo, Ortega, & Ruiz, 2019), the VARK model (Fleming & Mills, 1992), the theory of learning styles (Honey & Mumford, 1982) complemented by Madrigal (2015), the theory of multiple intelligences (Gardner, 1983) and dendrograms under Ward's method (Gutiérrez Cabello & Salama, 2012). Method: The method consisted of taking samples from three courses of a population of ten semesters of a Public Accounting program, data processing was carried out using the statistical software SPSS version 26. Results and Discussion: The findings provided key information for the knowledge of students and their learning styles, providing empirical evidence that constitutes significant contributions to the field of education, allowing teaching activity to be reoriented in favor of flexible pedagogical approaches that transform the teaching-learning process, being susceptible to replication in any other Academic Program. Research implications: The research generates empirical evidence by deeply approaching students' knowledge and their learning styles. Originality/Value: This original academic product contributes to changing teaching in favor of deep learning based on the knowledge of the students of the Public Accounting program.

Desistance from criminal offending: exploring gender similarities and differences

Objective: to reveal the similarities and differences between female and male discrete offender groups (desisters, persisters, late onseters, and conformers). Methods: dialectical approach to cognition of social phenomena, allowing to analyze them in historical development and functioning in the context of the totality of objective and subjective factors, which predetermined the following research methods: formal-logical and sociological. Results: while some researchers have concluded that psycho-social predictors of crime are similar across gender, other criminologists have argued that predictors of crime may vary between females and males. The results from this investigation reveal some similarities and differences in the risk factors between discrete offender groups by gender and the predictors of female and male desistance from crimes. Therefore, researchers studying desistance cannot assume the generality of effects of variables across gender; rather, they must also consider the possibility of specific effects of predictors on female and male desistance. Scientific novelty: Over the past several decades, researchers have more fervently examined female offending. The criminal career research paradigm put forth by Blumstein and colleagues in 1986 offers an opportunity for researchers to examine offending, including female offending, from multiple perspectives including onset, persistence, and desistance from a multitude of theoretical traditions. Using data from the National Youth Survey, this investigation examined the similarities and/or differences between female and male discrete offender groups (desisters, persisters, late onseters, and conformers) and theoretical predictors of desistance and persistence from less serious crimes. Results of the research revealed significant gender differences between the discrete offender groups as well as similarities and differences between the genders in predictors of desistance and persistence for less serious crimes. Practical significance: the main provisions and conclusions of the article can be used in scientific, pedagogical and law enforcement activities when considering the issues related to preventing and eliminating crimes.

Dual panic theory: new Insight into moral panics

Objective: to comprehensively analyze the moral panic concept, developed in the works by S. Cohen, and to elaborate, on its basis, a new concept – the dual panic theory. Methods: dialectical approach to cognition of social phenomena, allowing to analyze them in historical development and functioning in the context of the totality of objective and subjective factors, which predetermined the following research methods: formal-logical, sociological. Results: Moral panics have been broadly discussed in the public discourse since S. Cohen’s (1972) seminal text on the topic. Despite copious research, we believe that the theory is in need of expansion due to the increased complexity of societal interactions. Through the lens of an increasingly polarizing American culture, we believe the original concept of moralpanics is overly simplified and no longer encompasses the intricacies of American society. Using the story of the McCloskey family’s 2020 interactions with Black Lives Matter protestors and Goode and Ben-Yehuda’s (1994) definitional criteria, we propose a new, expanded theory of moral panics – Dual Panic Theory. Scientific novelty: based on the analysis of the existing approaches to the moral panic concept, the paper offers and elaborates a new concept – the dual panic theory. It suggests that an event can happen that causes a competing panic by two opposing sides of an issue. Different from a culture war, dual panics are genuine panics about an action rather than a reaction to oppositional outrage from a competing interest group. Goode and Ben-Yehuda argue that researching moral panic cannot be complete without an examination of all societal levels, from elites to grassroots, and the full spectrum from ideology and morality at one end to crass status and material interests at the other. As society has evolved, so too must the theoretical explanations of societal reactions, moral panic or otherwise. Practical significance: the main provisions and conclusions of the article can be used in scientific, pedagogical and law enforcement activities when considering the issues related to the moral panic concept.

BRINCAR NA EDUCAÇÃO INFANTIL: CRIANÇAS, COTIDIANO, POLÍTICAS E FORMAÇÃO

This text brings issues related to play decisions within early childhood education institutions, specifically with children aged between 3 and 5 years. The aim is to investigate, in the reports of early childhood education teachers, at what moments children decide how, where, with what and with whom to play in the daily life of school institutions. As defined in the National Early Childhood Education Guidelines (2009), the playing is the axis of pedagogical practices (just like interactions); it is also a prerequisite for this work, that defends playing as a child’s free action. This qualitative research used semi-structured as its data collection tool, in an attempt to understand the motivations and actions of the research subjects. It results come from a master’s thesis; through the analysis, it was possible to infer that educational practices are the result not only of the actions of educators, but they are inserted in a complex institutional mechanism, which covers other spheres that directly interfere in the activity of teachers. We consider that even with advances in the academic production of childhood studies and in legislation for a conception of children as active and participants, in everyday life we realize that actions in early childhood education institutions are still conditioned by an adult-centric vision.

Research on the Reform and Practice of Computer Professional English Teaching Driven by the OBE Concept

This paper investigates the application of the Outcome-Based Education (OBE) concept in reforming computer professional English instruction. The research is student-output oriented, with the aim of improving students' professional English proficiency by clarifying course objectives and learning outcomes, carefully selecting teaching content and resources, and designing a variety of teaching activities and methods. At the course design level, it delineates the professional English skills that students should acquire and establishes corresponding evaluation standards. At the course implementation level, through case analysis, project practice, and other activities, it fosters students' interest in learning, enhances their practical abilities, integrates ideological and political education into the course, and promotes students' comprehensive development. At the course evaluation level, a diversified evaluation system is established, combining formative and summative evaluations, with a focus on students' self-reflection and continuous improvement. Furthermore, this paper analyzes how to stimulate students' intrinsic learning motivation under the OBE educational concept and discusses the role transformation of teachers as emotional laborers. The ultimate goal is to optimize the computer professional English curriculum system through these reform practices, providing valuable references for the cultivation of IT talents in applied universities.

Students' AI-generated Images: Impact on Motivation, Learning and, Satisfaction

In the contemporary society where the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development. Future generations are expected to have GenAI skills and knowledge in the same way that traditional literacy is a recruitment condition today. School curricula need to integrate this new technology to support students' learning and development. Research on artificial in education (AIED) has reported on the challenges with the involvement of GenAI in teaching and learning, but also on GenAi as a study support. To not fall behind many schools have started out with AIED initiatives which creates a need for studying how GenAI could be applied in a useful way in teaching and learning activities. The research question that guided this study was: In what ways could the use of GAI in visual form support students' learning process and motivation in upper secondary school settings? The overall research strategy was a qualitative case study approach with investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students. In a six-step inductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate that GenAI tools for image generation, can have a positive effect on learning. At the same time that memorisation of information is supported, there were also a positive impact on motivation and student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditional teaching and learning activities. The conclusion is that the use of AI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

Dimensões e saberes da docência: estudo exploratório sobre os registros elaborados por uma estagiária em ensino de Química

We present an exploratory qualitative investigation into the teaching internship completed by a student on an Academic Program in Chemistry Teacher Education. We carried out content analysis of texts produced by the intern, such as field diary and final report. We identified the mobilization of experiential knowledge, pedagogical tradition and pedagogical action, as well as the student’s involvement in situations related to the relational, academic, professional and strategic aspects inherent to teaching. Such elements were analyzed through observation of the school space, development of class management and the shared and written record of experiences. The results also highlight essential characteristics of the tripod that must support the teacher education processes, encompassing the following agents: the university, enabling attentive/participatory teaching guidance, as well as having a sensitive and humanized academic organization, compatible with the sociocultural profile of the students; the school space that is the field of the teaching internship, with its physical structure, pedagogical resources and trained personnel to receive/collaborate with undergraduate students; and the profile to be taken on by the intern, being open to the study of theoretical references, immersion in challenging experiences and the investigative/dialogical nature of the movements underlying the process of becoming being a teacher. Keywords: Teacher education. Teaching internship. Wisdom of teacher work.

Popular Cultural Texts (Film, Tv Shows) in Shaping Language Learners' Identities and Attitudes Towards the Target Language Culture: an Approach to Advancing SDG 4 - Quality Education

Objective: This study is to investigate the ways in which popular culture texts (film, television shows) shape language learners’ identities and attitudes towards the target language culture. The study aims to explore how movies and television shows influence and shape language learners' identities and attitudes toward the target culture. Theoretical Framework: The main concepts and theories are based on Geert Hofstede’s Onion Culture Model. This model provides a solid basis for understanding the context of the investigation. Methods: This study uses a qualitative research approach, using secondary content analysis to build a model of learners’ attitudes and identities, and then presents the results obtained from the analysis of this model. Results and Discussion: The findings indicate that target cultural values have a significant impact on learners’ attitudes, resulting in both favorable and unfavorable impacts on cultural immersion. These findings highlight the important role of popular culture texts in motivating language learners and shaping their attitudes and identities. Research implications: This study investigates the influence of films as well as television shows on culturally relevant foreign language teaching and learning activities. Popular culture texts play a crucial role in promoting cultural awareness and molding the attitudes and identities of learners. It contributes to revealing an approach to advancing SDG 4—Quality Education. Originality/Value: The study confirms that popular culture materials in language instruction can enhance learners’ cultural awareness and the overall language acquisition process. This study also demonstrates the use of popular culture texts in shaping language learners’ cultural and identity.

Masters of Mechanics: Exploring the Science of Ingenious Devices in the Abbasid Empire

Abstract This article explores the historical development of mechanical inventions during the Abbasid period, a time of significant scientific and technological advancements in the medieval Islamicate world. It focuses on works addressing mechanical devices prevalent in the Abbasid context, such as water clocks, drinking vessels, and musical automata. The study has three main objectives: first, to provide an analysis of the intellectual and scientific environment of the time, discussing both renowned and lesser-known scholars; second, to investigate the connections between scholars and translators, as well as the interrelations among texts, highlighting the importance of teaching activities, patronage, and scientific collaborations; and third, to examine the relationship between translators, scientists, and mechanicians with the Abbasid court, showcasing the interest of princes and caliphs in mechanics and mechanical devices.

PENGABDIAN DAN PENGAJARAN PENDIDIKAN ANAK USIA DINI DI TK AL-ARHAM DESA NAGORI SILULUH HUTA 3

This research aims to examine the effectiveness of service and teaching carried out by students at the North Sumatra State Islamic University, Faculty of Tarbiyah and Teacher Training, Early Childhood Education Study Program at Al-Arham Kindergarten, Negori Siluluh Huta 3 Sigogar Village. Community service through early childhood education (PIAUD) is a form of academic assistance in improving the quality of elementary level education. This service and teaching activity aims to increase the competency of kindergarten teachers in implementing learning methods that are creative, innovative and appropriate to the developmental needs of early childhood. The program implemented includes teacher training on a scientific approach, which means the learning process has been designed in such a way that students are more active in learning, then there is also game-based learning, as well as strengthening character education in early childhood. Apart from that, counseling is also provided to parents to support children's development at home. The results of this program show an increase in teachers' knowledge and skills in teaching as well as increased collaboration between the school and parents in supporting children's development. The implications of this activity are expected to be able to create a more effective and enjoyable learning environment for children in kindergarten, as well as supporting their holistic development. This research uses a qualitative method using 3 stages in implementing community service activities, namely 1) Observation, 2) Interviews and 3) Data collection. Keywords : years Devotion, Teaching, Early childhood

Ethical leadership and diversity: leadership practices for the educational inclusion of vulnerable groups in Slovakia

ABSTRACT The war in Ukraine that began on 24 February 2022, continues to occupy public opinion with undiminished interest while causing catastrophic consequences in many areas of human life. The education system is an important link in the social chain that influences and is influenced by others, as an open dynamic system. Slovakia became a member state of the European Union in 2004, 11 years after its peaceful separation from the former Czechoslovakia in 1993. In the existing literature, there is a research gap that relates the historical past of the country to current political developments in the context of creating inclusive education pedagogical practices. Hence, the purpose of this research is to present and analyze the implementation of educational actions in the general framework of ethical leadership for the management of diversity in Slovakia. The qualitative method was used to collect the data with the tool of semi-structured interviews. The study group is made up of nine (9) school leaders. The findings of this study confirm the presence of a large number of students from foreign countries, especially from Ukraine and the different attitudes of school leaders on issues of approaching diversity in a bureaucratic system of education administration.

Docencia MIR y universitaria en pediatras de Atención Primaria en Euskadi en 2023: ¿están satisfechos con el reconocimiento de su labor docente?

Introduction and objectives: the Basque Association of Primary Care Pediatrics (AVPap), sought to determine the degree of recognition and satisfaction of primary care paediatricians engaged in teaching at both the undergraduate and postgraduate levels. Method: survey conducted through a Google Forms questionnaire distributed to the mailing list of AVPap members between May-June 2023. Results: the sample included 92 responses (30% of the membership). Eighty-seven percent of respondent were female; 33% were aged 51-60 years , 31.5% less than 40 years, 20.5% between 40-50 years and 15% more than 60 years. As regards teaching , 52.17% (48) reported teaching medical resident-intern (MIRs) trainees in paediatrics , 75% (69) MIR trainees in family medicine and 57.6% (53) medical students. Among those teaching in the paediatrics MIR programme, 1% were primary clinical supervisors, 55% supporting clinical instructors and 44% reported teaching but not knowing their specific role. Among those teaching medical students, there was only one associate professor. Twenty-nine percent were recognised as venia docendi (authorization by university administration for academic role in official educational progammes for staff other than teachers); 22% received certificates and 48% have no form of academic recognition or remuneration for their teaching activity. The proportion that expressed dissatisfaction with the recognition for their teaching activity was 66.5% of those involved in MIR training and 51% of those involved in medical undergraduate education. Conclusions: only 30% of respondents involved in undergraduate education were officially recognised (venia docendi). Among those involved in paediatrics MIR training, only 1% were primary clinical supervisors and half were support instructors. Sixty percent considered the recognition of their work insufficient.