CONCEPTIONS OF TEACHERS OF THE UNOCHAPECÓ HEALTH SCHOOL ABOUT PEDAGOGIC STRATEGIES FOR TEACHING AND LEARNING

Abstract

Teaching and learning strategies are an extremely relevant didactic resource, which can favor student autonomy and decision-making, as they effectively participate in their learning. The present study aimed to evaluate the conceptions of professors of undergraduate courses at Escola da Saúde da Unochapecó on pedagogical strategies for teaching and learning. This is a cross-sectional observational study carried out with professors from the undergraduate courses of the School of Health of the Community University of the Region of Chapecó (Unochapecó) through a structured questionnaire applied online in March 2021. Most professors Participants reported having received some type of training on teaching and learning strategies at one or more times and using criteria such as established objectives and skills to be developed with the class and articulation with the pedagogical proposal of the discipline to select the strategy to be used. be used. The best-known strategies were the dialogued expository class and the seminar, the first being also the most used and considered more effective by the majority. Although they have received training and are familiar with the different teaching and learning strategies presented in this study, the number of teachers who vary their teaching and learning strategies in the classroom is smaller.