Castillo Manuel
Departamento de Educación en Ciencias de la Salud, Facultad de Medicina de la Universidad de Chile, Santiago de Chile.
Rev Med Chil. 2010 Jul;138(7):902-7.
This article focuses on understanding teaching activities, especially in the field of health science, as a set of tasks and actions that teachers undertake when transforming scientific knowledge into curriculum contents and actions. There are several ways to address this issue. Some authors identify specific roles and qualities of teachers structured as variables and dimensions. Others use the term competencies, applied as skills, aptitudes or abilities to do something very well or duly intervene in a certain matter. The term competence, although not yet clearly defined, is used in this work because it is widely used in Health Sciences education. Some definitions are reviewed. Teacher's competencies in the following areas recognized: those related to specific professional skills, in contents organization, in learning skills, in new information and communication technologies, in evaluation and in social and ethical areas of educational practices.
本文着重将教学活动理解为教师在把科学知识转化为课程内容及行动时所开展的一系列任务和行动，尤其是在健康科学领域。解决这个问题有多种方式。一些作者将教师的特定角色和特质确定为变量和维度。另一些人使用“能力”一词，将其视为做好某事或在特定事务中进行适当干预的技能、资质或能力。“能力”一词尽管尚未得到明确界定，但在本研究中使用，是因为它在健康科学教育中被广泛使用。文中回顾了一些定义。认可教师在以下领域的能力：与特定专业技能相关的能力、内容组织方面的能力、学习技能方面的能力、新信息与通信技术方面的能力、评估方面的能力以及教育实践的社会和伦理领域的能力。
