García Aguilar Luz Carlota, Forero Pulido Constanza, Ocampo Rivera Diana Carolina, Madrigal Ramírez Martha Cecilia
Universidad de Antioquia UdeA, Medellín, Colombia,
Invest Educ Enferm. 2015;33(1):8-16. doi: 10.17533/udea.iee.v33n1a02.
This work sought to comprehend the meaning professors from the Faculty of Nursing at Universidad de Antioquia (Colombia) assign to teaching and learning processes.
This was an educational qualitative, evaluative investigation, with ethnographic focus, conducted from 2011 to 2013. The information collection techniques were: semi-structured interview, discussion groups, y el documentary analysis. A total of 70 professors from the undergraduate Nursing program at Universidad de Antioquia participated in the study.
Teaching for professors means complexity, transmission of information and knowledge, cooperation with students, interaction, and transformation of reality. This does not merely depend on the vocation or on the will to carry it out; on the contrary, professors must have professional, disciplinary, and pedagogical formation. Learning for the professors means that students understood, comprehended, and were able to put the theory into practice. Also, students must commit to their own learning.
The conceptions professors have of teaching and learning processes guide the meaning they assign to said processes and stem from their own experience, culture, professional and disciplinary formation. Assigning new meaning to teaching in nursing opens the possibility of reorienting the teaching practice.
本研究旨在理解安蒂奥基亚大学（哥伦比亚）护理学院的教授们赋予教学过程的意义。
这是一项2011年至2013年进行的具有人种学重点的教育质性评估调查。信息收集技术包括：半结构化访谈、讨论小组和文献分析。安蒂奥基亚大学本科护理专业共有70名教授参与了该研究。
对教授们来说，教学意味着复杂性、信息和知识的传授、与学生的合作、互动以及对现实的转变。这不仅仅取决于职业或实施的意愿；相反，教授们必须具备专业、学科和教学素养。对教授们来说，学习意味着学生理解、领会并能够将理论付诸实践。此外，学生必须致力于自己的学习。
教授们对教学过程的观念指导着他们赋予这些过程的意义，这些观念源于他们自己的经验、文化、专业和学科素养。赋予护理教学新的意义为重新定位教学实践开辟了可能性。
