do Carmo Menegaz Jouhanna, Schubert Backes Vânia Marli, Medina Moya José Luis
Federal University of Pará, Brazil,
Federal University of Santa Catarina, Brazil,
Invest Educ Enferm. 2018 May;36(2). doi: 10.17533/udea.iee.v36n2e02.
To analyze how the practice shared in communities of teaching practice in public and private universities influences the pedagogical reasoning and action of nursing professors based on Wenger's concepts of community, negotiation of meaning, and learning.
Case study conducted with two professors teaching nursing in a public and a private university in Brazil. Data collection included triangulation of sources and was conducted from April 2014 to July 2015. Data were organized in ATLAS.ti and analyzed using the constant comparative method, which generated three metacategories.
In both cases the program's project is shared repertoire and grounds negotiation of meaning in the practice that takes place in the pedagogical reasoning and action phases but negotiation is different between communities and cases. Learning is either solitary or has the influence of at least one other member but does not occur on an institutional basis.
Nursing schools could offer more than program's project to the negotiation of meaning and improve learning on practice in their communities as police of teachers education to improve pedagogical reasoning.
基于温格的社区、意义协商和学习概念，分析公立和私立大学教学实践社区中共享的实践如何影响护理教授的教学推理和行动。
对巴西一所公立大学和一所私立大学的两名护理教授进行案例研究。数据收集包括来源的三角测量，于2014年4月至2015年7月进行。数据在ATLAS.ti中进行整理，并使用恒定比较法进行分析，该方法产生了三个元类别。
在这两个案例中，该项目的方案都是共享的资源库，并为教学推理和行动阶段的实践中的意义协商奠定基础，但社区和案例之间的协商有所不同。学习要么是独自进行的，要么至少受到另一名成员的影响，但不是在机构层面上发生的。
作为教师教育的监管者，护理学院在意义协商方面可以提供的不仅仅是项目方案，并改善其社区中的实践学习，以提高教学推理能力。
