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.

摘要 研究背景：重新审视教师教育与职业表现的需求，已显著融入健康领域教学知识（Teaching knowledge）的研究框架。
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，依托卡佩斯期刊门户（Portal Periódicos Capes）与虚拟健康图书馆（Virtual Health Library）两大学术数据库。最终筛选出12篇文献，并依据其研究问题、理论参考与核心发现进行系统梳理与分类。
研究结果：本研究归纳出三类核心研究问题：教师实践中所运用的专业知识；教师培训模式：教师的教学路径与职业认知；以及教师职业发展轨迹与知识建构过程。
研究结论：基于教育实践的必要革新，纳入分析的文献均强调教师作为实践主体的核心地位，同时指出亟需重新审视教师教育模式，重视教师经由社会建构形成的专业知识。此外，相关文献还指出科研、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。