Occupational therapists and their teaching role: perceptions of professionals and university students
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Fecha
2023
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Brazilian Journal of Occupational Therapy, Volume 312023 Article number e3292
Nombre de Curso
Licencia CC
Attribution 4.0 International
CC BY 4.0
Deed
Licencia CC
https://creativecommons.org/licenses/by/4.0/
Resumen
Introduction: In Chile, occupational therapists have performed the academic role since 1963, increasing their presence in higher education institutions that have incorporated occupational therapy into their educational projects. Objective: To describe the perceptions of occupational therapists and students, regarding the process of acquisition and participation in the academic role within the metropolitan region of Chile. Method: Research qualitative with an exploratory-descriptive design in which occupational therapy academics and students were interviewed online, and selected in a non-probabilistic manner. 13 people participated, whose responses were analyzed in selective coding tables and categorized into 8 subcategories. Results: The motivation to transmit the values of the profession and the experiences when teaching are the main factors that professionals consider maintaining their teaching role in universities. In addition, the existence of an occupational imbalance in the areas of social participation, rest, and sleep was evidenced within the routine habits of professionals. Also, there is the precariousness of work and remuneration when maintaining the teaching role. Conclusion: Occupational therapist academics should facilitate the exploration of possibilities processes, motivating the development of skills and validating the achievements in the learning processes of the new generation of students, both in face-to-face and distance formats. © 2023 Universidade Federal de Sao Carlos. All rights reserved.
Notas
Indexación: Scopus.
Palabras clave
Education, Faculty, Higher, Occupational Therapy, Role Playing, Teaching
Citación
DOI
10.1590/2526-8910.ctoAO251732922