拉丁美洲框架在健康教育教师发展
Oscar Jerez1, Marcela Antúnez1, Marioly Müller2
1Department of Health Sciences Education, Faculty of Medicine, University of Chile, Santiago, Chile.
为拉丁美洲的健康科学教师发展创造了一个新的框架. 它通过渐进的发展水平和催化性能来指导持续改进,以提高教学和学习的质量.
科学领域:
- 卫生科学教育健康科学教育
- 教师发展学院发展学院
- 拉丁美洲 拉丁美洲 拉丁美洲
背景情况:
- 提高教学方法对于提高健康科学教育质量至关重要.
- 教师发展计划需要特定的背景框架才能有效.
研究的目的:
- 为拉丁美洲的健康科学制定一个全面的教师发展框架.
- 改进教学方法,提升该地区的学习体验.
主要方法:
- 使用问卷,采访和小组讨论的定性方法.
- 涉及来自16个拉丁美洲国家的1836名专业人士.
- 确保了数据收集的广泛和多样化的视角.
主要成果:
- 定义了五个关键维度:学习促进,评估/反,创新/研究,教育过程管理和社会情感关系.
- 确定了教师发展的七个渐进的水平.
- 突出了"催化性能"作为持续改进的驱动力.
结论:
- 开发的框架是根据拉丁美洲的具体情况而定制的.
- 强调先进的教学能力和教师与学生的关系.
- 为健康科学专业发展提供了一个整体和渐进的指南.
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