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Autoscopy in the process of training reflective professors

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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.

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cc-by (c) Souza, Daniela Maysa de et al., 2019

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Articles publicats en revistes (Didàctica i Organització Educativa)

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Autoscopy in the process of training reflective professors