Diego Troncoso G1, Cristhian Pérez V2, Giulietta Vaccarezza G3, César Aguilar A4, Nadia Muñoz N5. 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.
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.