13 • PRÁCTICAS PEDAGÓGICAS ORIENTADAS A LOS PROBLEMAS DE ENSEÑANZA - APRENDIZAJE QUE DESARROLLAN LOS DOCENTES DE LA FACULTAD DE ODONTOLOGÍA DE ROSARIO

This research paper looks into the teaching-learning process in the School of Dentistry of Rosario University, through an opinion survey carried out among the professors and students from different courses. The teaching methodology, the didactic actions, the didactic resources, the colaborative work and the rol of the students in class, the pedagogical interventions and the knowledge acquisition were related with a pedagogical model supported by professors using both, the totality of the answers given by the students in a specially designed questionnaire and their class observations. The general results proved that the teaching model preferred by professors was the behaviourist model, even though professors claim that this model is constructivist. The other variables also coincided with the behaviourist model. In relation with their own practices with the students and other professors from the same course, an assessment of pedagogical participations of the professors was carried out. This showed that the evaluations were done by approximately half the professors. These findings enable us to think about the teaching-learning problems in our School and also to redefine our work along to axes: the conceptual and the attitude –procedural, with the purpose of improving qualitatively and quantitatively the different aspects of the new profile of the “School Hospital” proposed by the School.Esta investigación indaga la problemática de la enseñanza-aprendizaje en la Facultad de Odontología de Rosario, a través de la opinión de los docentes y alumnos de los distintos cursos.Utilizando la totalidad de respuesta a un cuestionario específicamente diseñado y de observaciones de clase, se intentó relacionar metodología de enseñanza, acciones didácticas, recursos didácticos, trabajo colaborativo y rol del alumno en clase, intervenciones pedagógicas, apropiación del saber, con el modelo pedagógico al que adhieren los docentes.Los resultados generales permitieron comprobar que el patrón del modelo al que adhieren los docentes es el conductivista, aunque los docentes manifiestan que es el constructivista. Las demás variables también concordaron con el modelo conductivista.Se identificó además la evaluación de las intervenciones pedagógicas de los docentes, en relación a las propias prácticas, con sus alumnos y compañeros de cátedra, encontrándose que las mismas son efectuadas por aproximadamente la mitad de los docentes.Estos hallazgos permiten reflexionar sobre la problemática del enseñar-aprender en la Institución y asimismo redefinir el trabajo sobre dos ejes: el conceptual y el procedimental-actitudinal, con el propósito de mejorar cualitativa y cuantitativamente diversos aspectos a la luz del nuevo perfil de “Hospital Escuela” propuesta para la Facultad de Odontología.Recibido: Feb.2010 | Aceptado: May.2010Para citar este artículo:Espejo, Teresa. Prácticas pedagógicas orientadas a los problemas de enseñanza-aprendizaje que desarrollan los docentes de la Facultad de Odontología de Rosario. e-Universitas UNR Journal [Online], Volumen 2 Número 4 [junio 2010]. Disponible en: http://www.e-universitas.edu.ar/journal/index.php/journal/article/view/36. ISSN 1666-6143. PEDAGOGIC PRACTICES ORIENTATED TO THE PROBLEMS OF EDUCATION - LEARNING EVELOPED BY TEACHERS OF F. O. R. Abstract This research paper looks into the teaching-learning process in the School of Dentistry of Rosario University, through an opinion survey carried out among the professors and students from different courses.The teaching methodology, the didactic actions, the didactic resources, the colaborative work and the rol of the students in class, the pedagogical interventions and the knowledge acquisition were related with a pedagogical model supported by professors using both, the totality of the answers given by the students in a specially designed questionnaire and their class observations.The general results proved that the teaching model preferred by professors was the behaviourist model, even though professors claim that this model is constructivist. The other variables also coincided with the behaviourist model.In relation with their own practices with the students and other professors from the same course, an assessment of pedagogical participations of the professors was carried out. This showed that the evaluations were done by approximately half the professors.These findings enable us to think about the teaching-learning problems in our School and also to redefine our work along to axes: the conceptual and the attitude –procedural, with the purpose of improving qualitatively and quantitatively the different aspects of the new profile of the “School Hospital” proposed by the School.Received: Feb.2010 | Accepted: May.2010To cite this article:Espejo, Teresa. Pedagogic practices orientated to the problems of education - learning eveloped by teachers of F.O.R. e-Universitas UNR Journal [Online], Volumen 2 Número 4 [junio 2010]. Available in: http://www.e-universitas.edu.ar/journal/index.php/journal/article/view/36. ISSN 1666-6143