Active teaching-learning methods in physiotherapy training: analysis of teacher representations

Abstract

Introduction: The increasing demands of social and healthcare systems necessitate the transformation of pedagogical and curricular practices in higher educa- tion through the adoption of active teaching-learning methods. Objective: To explore the representations held by physiotherapy professors regarding active teach- ing-learning methods and their implications for the profession. Methods: Thirty professors from two public universities were interviewed. The analysis was guided by the Theory of Social Representations and the Theo- ry of the Central Nucleus. Data were analyzed using EVOC 2005 software, which facilitated the construc- tion of a four-quadrant table, and IRAMUTEQ software was employed for descending hierarchical classification. Results: The representations identified include core elements such as learning, student autonomy, dialogue, student, and teacher (central quadrant), with peripheral elements like interactivity. Five classes were appointed: 1) Experience with active teaching-learning methods; 2) Conceptions on professional training based on active teaching-learning methods; 3) Aspects that contemplate active teaching-learning methods scenario; 4) Active teaching-learning methods; 5) Challenges of profes-sional practice based on active teaching-learning me- thods. Conclusion: We noticed that teachers of un- dergraduate physiotherapy courses understand active teaching-learning methods and their implications for the practice of the profession, highlighting the student's autonomy and their position as a possible central axis.