Narrative of a teaching practice. An autoethnography about being a Geriatrics professor

This study was developed to show a professor's perspective to comprehend his difficulties and challenges, within a different scenario and culture of teaching geriatric dentistry in a nursing home. It was a self-analysis theoretically supported by the Social Constructionism and the Interpretativ...

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Bibliographic Details
Published in:Ethnography and education 2018-04, Vol.13 (2), p.172-184
Main Authors: Bulgarelli, Alexandre F., Toassi, Ramona F. C.
Format: Article
Language:English
Subjects:
Autobiographies
Autoethnography
College Faculty
Dentistry
Ethnography
faculty educator
Foreign Countries
geriatric dentistry
Geriatrics
Health Education
Negotiation
Nursing Homes
Participant Observation
Psychological Patterns
Social constructionism
Teacher Attitudes
Teaching
University professors
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Summary:This study was developed to show a professor's perspective to comprehend his difficulties and challenges, within a different scenario and culture of teaching geriatric dentistry in a nursing home. It was a self-analysis theoretically supported by the Social Constructionism and the Interpretative Autoethnography perspective. Data were constructed by means of participant observation and interaction descriptions. They were analysed by means of a matrix of association. As a result, a culture of adaptation and negotiation was described. Teaching geriatrics is associated with a constant adaptation to technical difficulties. It needs a well-developed interpersonal and professional relation among professors, students, and elderly. It results in constant adjustments and negotiation with feelings and emotions. Teaching geriatrics, in this context, was perceived as a multi-emotional scenario, which enriches the health educational practices.
ISSN:1745-7823
1745-7831
DOI:10.1080/17457823.2017.1299026