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Rev Med Chil. 2017 May;145(5):610-618. doi: 10.4067/S0034-98872017000500008.

[The influence of pedagogic and discipline training on the teaching quality of university professors].

[Article in Spanish]

Author information

1
Departamento de Odontología Restauradora, Facultad de Odontología, Universidad de Concepción, Concepción, Chile, dtroncos@udec.cl.
2
Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile.
3
Carrera de Psicología Sede Concepción, Facultad de Psicología, Universidad San Sebastián, Concepción, Chile.
4
Unidad de Investigación, Enfoque Émico, Concepción, Chile.
5
Oficina de Educación Médica, Facultad de Medicina, Universidad Católica del Norte, Coquimbo, Chile.

Abstract

BACKGROUND:

University teachers prioritize acquiring knowledge about their disciplines over pedagogic training. However, the latter is becoming increasingly important in the present teaching scenario.

AIM:

To relate pedagogic practices with pedagogic training of teachers from health care careers of public and private universities.

MATERIAL AND METHODS:

Pedagogic practice and training activities participation questionnaires were answered by 296 teachers of undergraduate students from Chilean public and private universities.

RESULTS:

There was a direct correlation between discipline training and all pedagogic practice factors. However, pedagogic training correlated with all the factors with the exception of teacher centered learning. Teachers with a master degree had higher scores in factors related to teaching planning and process assessment. Having a doctor degree had no impact on these factors. A multiple regression analysis showed that both discipline and pedagogic training and having a master degree were associated with pedagogic practices of teachers.

CONCLUSIONS:

Both pedagogic and discipline training influence the quality of teaching provided by undergraduate teachers.

PMID:
28898337
DOI:
10.4067/S0034-98872017000500008
[Indexed for MEDLINE]
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