Communities of practice: influences on pedagogical reasoning and action of nursing professors

Abstract

Objective. 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. Methods. 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. Results. 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 Comunidades de práctica: influencia en el razonamiento pedagógico y en la acción de los profesores enfermerosObjetivo. Analizar cómo la práctica compartida en comunidades de práctica docente de universidades públicas y privadas influye en la acción y razonamiento pedagógico de profesoras de enfermería a partir de los conceptos de comunidad, negociación de significado y aprendizaje de Wenger. Métodos. Estudio de caso realizado con dos profesoras de enfermería de universidades públicas y privadas en Brasil. La recolección de datos incluyó la triangulación de Fuentes, la cual se realizó de abril de 2014 a julio de 2015. Los datos se organziaron en el ATLAS.ti y se analizaron a partir del método de comparaciones constantes, generando tres metacategorías.Resultados. En ambos casos el proyecto pedagógico de curso es el repertorio compartido y base para la negociación de significado que ocurre en las fases de la acción y raciocinio pedagógico, pero la negociación es distinta entre comunidades y casos. El aprendizaje ocurre de forma solitaria o por influencia de por lo menos un miembro, no de forma institucional. Conclusión. Las escuelas de enfermería pueden ofrecer más que el proyecto pedagógico del curso para la negociación de significado y fomentar el aprendizaje en la práctica en sus comunidades como política de formación docente para promover el razonamiento pedagógico.

Teaching community of practice: permanent training strategy for teaching vocational training in nursing

“…Thus, training for teaching can take place in these spaces of exchange and interaction, where professors, by sharing their difficulties and successes, anxieties and hopes, learn from each other towards facing the challenges experienced in teaching and with a focus on professionalizing teaching. Furthermore, referential knowledge for teaching practice and new meanings about teaching can be built on significant experiences and their exchanges among professors (23,27) .…”

Situated Learning Theory and communities of practice: subsidies for the social rehabilitation of people with stomas

“…It is guided by public policies and healthcare directives 20 and by a repertoire based on practice and negotiation. Implementing communities emerges in a context in which practice frequently does not favor a type of reflection that is grounded on everyday life and gives collaborative answers to problems 21 .…”

Situated Learning Theory e as comunidades de prática: subsídios para a reabilitação social de pessoas com estomias

“…Esse processo não está em um vácuo, norteia-se por políticas públicas e portarias na saúde 20 e no repertório baseado na prática e nas negociações. Implantar comunidades surge em um contexto no qual, frequentemente, a prática não favorece a reflexão, assoreada pela cotidianidade, dando respostas colaborativas aos problemas 21 .…”