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/as

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

Palabras clave:

formación de la identidad docente, aprendizaje profesional autorregulado, pensamiento Whole Brain®, investigación-acción Whole Brain®, investigación-acción participativa Whole Brain®

Resumen

Este documento sirve como una conceptualización de como los principios del pensamiento Whole Brain® pueden usarse para informar la identidad del profesor. El objetivo de este documento de posición es participar en el discurso sobre el desarrollo profesional educativo de los académicos en las primeras carreras de ciencias de la salud. Se trata de sentar una base académica para el autoestudio. Como comunidad académica de práctica en medicina familiar, queríamos determinar en que medida la literatura – el marco teórico – guarda silencio sobre los medios innovadores para garantizar que los académicos asuman la responsabilidad de su desarrollo, utilizando el aprendizaje autorregulado y el autoempoderamiento. En nuestra búsqueda de literatura sobre teorías del aprendizaje profesional nos encontramos con la teoría del pensamiento Whole Brain®. Nuestras iniciativas de investigación-acción giran en torno a la noción de las preferencias de los individuos por diferentes modos de pensamiento. Nuestros modos preferidos de pensamiento informan nuestra práctica docente y nuestra identidad como profesor.

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Biografía del autor/a

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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