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Revista de la Facultad de Medicina

Print version ISSN 0120-0011

Abstract

CORREA-BAUTISTA, Jorge Enrique. Pedagogical content knowledge (PCK) in physiology professors. rev.fac.med. [online]. 2017, vol.65, n.4, pp.589-594. ISSN 0120-0011.  http://dx.doi.org/10.15446/revfacmed.v65n4.58650.

Introduction:

Pedagogical content knowledge (PCK) refers to specialized knowledge resulting from the practice and experience of the teacher in the classroom. It is necessary to make progress in the understanding of the pedagogical knowledge of the university professor who teaches human physiology.

Objective:

To explore the types of contents, knowledge of the students, teaching strategies and representations, assessment and pedagogical guidelines used by university professors who teach physiology of the respiratory system.

Materials and methods:

Multiple case study conducted in four physiology professors of a medical program. A self-directed content representation questionnaire was applied, physiology classes related to the respiratory system were videotaped, and a record of evidence protocol for PCK was used.

Results:

The population consisted of four subjects: two expert and two novice professors. The way in which they understood the learning processes of the students, the knowledge they have about the strategies and representations they use and about the different approaches to evaluate learning were characterized. Each professor showed a different vision and teaching purpose.

Conclusions:

Studying PCK components is necessary to make visible the pedagogy and didactics used by professors who teach human physiology.

Keywords : knowledge; Education; Teaching; Physiology.

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