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Article

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Published version

Publication date

2019-05-25

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cc-by (c) Souza, Daniela Maysa de et al., 2019
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/152914

Autoscopy in the process of training reflective professors

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https://doi.org/10.15253/2175-6783.20192040881

Abstract

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, nonparticipant 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.

Subject

Ensenyament de la infermeria, Autoavaluació, Investigació educativa

Subject (English)

Nursing education, Self-evaluation, Educational research

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Articles publicats en revistes (Didàctica i Organització Educativa)

Citation

SOUZA, Daniela Maysa de, et al. Autoscopy in the process of training reflective professors. Revista Rene. 2019. Vol. 20, num. E40881, pags. 1-9. ISSN 1517-3852. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/152914

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