Teachers' Knowledge and Health Education: a literature review

Abstract Background The need to rethink teachers’ education and performance has been prominently incorporating the framework of Teaching knowledge in the health field. Objective To discuss teaching in the health field by analyzing the contributions of Maurice Tardif's theoretical approach in the Brazilian academic production. Method For such, this paper relies on a bibliographical review using the scientific bases Portal Periódicos Capes and Virtual Health Library. Twelve articles were selected and organized according to their research problems, theoretical references and main findings. Results We identified three research problems: knowledge used in teachers’ practice; training models: teachers' approaches and perceptions; and life trajectories and the constitution of knowledge. Conclusion Drawing on the necessary renewal of educational practices, the studied articles emphasize the importance of teachers’ as protagonists, as well as the need to review the models of teacher education, valuing their socially constructed knowledge. In addition, the articles highlight the prevalent imbalance between research, teaching and extension activities, which highlights the tension in the construction of professional teaching in health.

研究背景：当前，重新审视教师教育与职业表现的需求已将健康领域教学知识（Teaching knowledge in the health field）框架作为核心考量内容。
研究目的：本研究旨在通过分析莫里斯·塔迪夫（Maurice Tardif）的理论路径在巴西学术成果中的贡献，探讨健康领域的教学实践。
研究方法：为此，本研究采用文献综述法，以CAPES期刊门户（Portal Periódicos Capes）与虚拟健康图书馆（Virtual Health Library）两大学术数据库为检索基础，最终筛选出12篇文献，并按照其研究问题、理论参考依据与核心研究发现进行归类整理。
研究结果：本次综述共识别出三类研究问题：教师实践中所运用的知识；培训模式：教师的教学路径与职业认知；以及职业发展轨迹与知识建构。
研究结论：基于教育实践亟需革新的现实背景，纳入分析的文献均强调教师作为教育实践核心主体的重要性，同时提出需重新审视教师教育模式，重视教师通过社会建构形成的专业知识。此外，相关文献还指出当前科研、教学与社会服务活动间普遍存在失衡现象，这凸显了健康领域专业教师队伍建设中的内在张力。