The pedagogical practice of the nursing care teacher: from behaviorism to constructivism

The objective was to identify the pedagogical practices of teachers in a nursingprogramme and their possible relation to the constructivist model. The approach isqualitative and phenomenological, based on the single case study, which provided insightinto the complexity of the situation investigated in a university academic programme.Observation and pedagogical social cartography were used as correlation techniques.The following deductive categories and subcategories emerged: mediator—teacher—and teaching—didactic scenario, the student and pedagogical strategies. It was identifiedthat the teachers’ pedagogical practices converge in the traditional model of knowledgetransmission, on which they carry out a reflexive process in order to be coherent with theconstructivist pedagogical model proposed by the programme.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6537
• Fecha de publicación: 2020
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13575
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10255; https://repositorio.uptc.edu.co/handle/001/13575
• Palabra clave: pedagogy; teaching; learning; educational model; nursing; pedagogía; enseñanza; aprendizaje; modelo educacional; enfermería; pedagogia; ensino; aprendizagem; modelo educacional; enfermagem
• License: Derechos de autor 2020 Claudia María Moreno, Julián Andrés Barragan