Using Whole Brain® thinking to inform lecturer identity in family medicine: a position paper

Pieter Hertzog  Du Toit

doi:10.35699/2237-5864.2022.35885

Autores

Pieter Hertzog Du Toit University of Pretoria (UP), Pretoria, South Africa. https://orcid.org/0000-0003-3394-8140

DOI:

https://doi.org/10.35699/2237-5864.2022.35885

Palavras-chave:

formação da identidade do professor, aprendizagem profissional autorregulada, pensamento holístico (ou baseado no modelo Whole Brain®), pesquisa-ação holística ou baseada no modelo Whole Brain®, pesquisa-ação participativa

Resumo

O presente artigo busca uma conceitualização sobre como os princípios do pensamento holístico (ou baseado no modelo Whole Brain®) podem ser usados para informar a identidade do professor. O objetivo deste artigo de posição é envolver o discurso sobre o desenvolvimento profissional educacional de acadêmicos em início de carreira nas ciências da saúde; trata-se de estabelecer uma base acadêmica para o autoestudo. Como comunidade de prática em medicina familiar, queríamos determinar até que ponto a literatura – quadro teórico – está silenciosa sobre meios inovadores para garantir que os acadêmicos assumam a responsabilidade por seu desenvolvimento, usando a aprendizagem autorregulada e o autoempoderamento. Na nossa busca por literatura sobre teorias de aprendizagem profissional, encontramos a teoria sobre o pensamento Whole Brain®. Todas as iniciativas estão em torno da noção das preferências individuais por diferentes modos de pensamento; os modos de pensar que preferimos informam a nossa prática de ensino e a identidade docente.

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Biografia do Autor

Pieter Hertzog Du Toit, University of Pretoria (UP), Pretoria, South Africa.

Pieter is an associate-professor in the Faculty of Education, University of Pretoria. He specializes in the educational professional development of academic staff. Interests revolve around adult learning theories such as thinking preferences, self-directed learning and constructivism – used to transform practice. The latter is studied through the lens of scholarship of teaching and learning (SoTL), which includes auto-ethnography, action/participatory action research.

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