Teacher professional development in times of academic neoliberalism

What Nursing Teachers Think

Bibliographic Data

ID4284335
AuthorsKátia Pereira De Borba (0000-0003-2164-4289, Universidade Estadual do Centro-Oeste), Maria José Clapis (0000-0002-2896-3808, Universidade Federal de Alfenas)
Year2021
Volume26
Publication date2021-01-01
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782021260037
OpenAlexW4297310078
SciELOS1413-24782021000100227
LanguageEN
References cited23

Starting from the premise that the professional development of teachers has a profound relationship with the exercise of teaching, a naturalistic case study was carried out, which aimed to analyze the perception of nursing professors working in a Nursing course at a Public University, on the aspects that involve the professional development of teachers and the exercise of teaching. The data were collected through a semi-structured interview, with approval by the Research Ethics Committee. 30 teachers participated. It was found that the nurse professors understand the primary function of the public university as a social institution, they consent to their contemporary hegemonic function as a social organization, and perceive its physical structure as a contributing element to the professional development of teachers. It was understood that the professional development of nursing professors in a university has an influence on the exercise of teaching

Function (biology · Institution · Medical education · Nurse education · Pedagogy · Perception · Premise · Professional development · Social science · Sociology · Education and Work Dynamics · Health, Nursing, Elderly Care · Medicine · Nursing · Occupational Health and Burnout · Psychology

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