As novas tecnologias da informação têm sido amplamente utilizadas no ensino em saúde. No entanto, não há relatos do uso desses recursos no ensino em fisioterapia respiratória. Os objetivos foram: criar um material didático para o ensino de manobras de higiene brônquica (MHB), manobras de reexpansão pulmonar (MRP) e oxigenioterapia (OT), disponibilizá-lo na Web e avaliar o aprendizado dos alunos que o utilizaram. O material elaborado foi dividido em três partes: 1) princípios fisiológicos, 2) fisiopatologia e 3) MHB, MRP ou OT. Cada parte foi composta de conteúdo teórico e/ou recursos audiovisuais desenvolvidos especificamente para o ensino dos temas MHB, MRP e OT. O material foi desenvolvido e implementado didaticamente em páginas eletrônicas utilizando-se vídeos, fotos e uma apostila resumindo as evidências da literatura sobre os temas selecionados. Para testar o material foram convidados 50 alunos de duas instituições de ensino superior de fisioterapia (IES-A e IES-B), dos quais 38 aceitaram participar (22 da IES-A; 16 da IES-B). Os alunos realizaram um teste e depois foram, aleatoriamente, divididos em dois grupos (controle, CL e on-line, OL). O grupo OL teve 15 dias de acesso ao material e os dois grupos repetiram o teste 15 dias após o término do período de acesso. O teste foi composto por questões elaboradas por fisioterapeutas chefes de grandes hospitais de São Paulo que não tiveram acesso ao material. Os alunos da IES-A obtiveram melhor nota no 1o teste em relação aos alunos da IES-B. O grupo OL da IES-B obteve maior nota no 2o teste, quando comparado ao seu grupo CL (respectivamente, 7,75 ± 1,28 e 5,93 ± 0,72; p < 0,05). Portanto, o grupo OL da IES-A e os grupos CL da IES-A e IES-B não apresentaram alteração da nota no 2o teste. Nossos resultados sugerem que o material desenvolvido melhorou o conhecimento para alguns alunos e que o uso de tecnologias da informação pode facilitar o aprendizado fisioterapia respiratória. / Advances in information technology have been widely used in teaching health care professionals; however, we are not aware of any previous study reporting its use in the instruction of respiratory therapists. The objectives of the present study were to develop materials for teaching bronchial hygiene techniques (BHT), lung expansion techniques (LET) and oxygen therapy (OT) using Web based technology and to evaluate the learning among undergraduate physical therapist students. Each material was divided in physiological principles; physiopathology; and the physical therapy technique itself (BHT, LET and OT). Each division was composed by a theoretical component and audiovisual resources aimed the instruction of BHT, LET and OT. Fifty students from two distinct universities (UA and UB) were invited to participate in the study and 38 accepted (UA: 22 and UB: 16). After taking the first on-line test, students from each university were divided into two groups: control (without on-line access) and online (with on-line access). All of the students performed a second test 15 days after the period of access. The test was developed by five senior physical therapists from large hospitals that did not have access to the material. Our results show that, in the first test, students from the UA had better performance than students of the UB. The online group of the UB had better performance than the control group on the second test (7.75 ± 1.28 and 5.93 ± 0.72 score; p < 0.05). On contrary, the performance of the online group of the UA and both controls groups of the UA and UB in the second test was similar to the first test. Our results suggest that respiratory therapy teaching using Web based technology can improve students\' learning.

Introdução: Educação é precisamente a atividade que pode expandir as estratégias de prevenção das Infecções Relacionadas à Assistência a Saúde (IRAS). As infecções da corrente sanguínea associadas a cateter (ICSC) são consideradas as mais importantes IRAS no cenário da assistência crítica por estarem associadas com altas taxas de mortalidade de pacientes sob cuidados intensivos. A interação existente entre entender como o conhecimento é adquirido e qual a melhor maneira de se ensinar, sugere uma mudança na prática tradicional do ensino. Partindo do pressuposto de que toda mudança provém de planejamento, execução, avaliação e implementações de melhoria, este estudo surge com a intenção de responder a seguinte questão de pesquisa: Quais métodos e técnicas de ensino se mostraram eficazes na redução das taxas de ICSC?. Objetivo: Identificar e caracterizar os métodos e técnicas de ensino utilizados em treinamentos para equipes de saúde envolvidas diretamente com a prevenção de ICSC. Método: Trata-se de uma Revisão Integrativa da Literatura (RIL) com a estruturação de uma questão de pesquisa conforme a estratégia PICO, sendo utilizados descritores controlados padronizados. As seguintes bases foram pesquisadas: PubMed/MEDLINE, CINAHL, LILACS, Embase, ERIC e Web of Science. Os artigos incluídos atenderam à critérios pré definidos, incluindo avaliação de qualidade metodológica. Resultados: O número total de referências encontradas foi de 300 e, 10 artigos (3,3%) foram incluídos como amostra final a ser analisada. O Método Expositivo foi utilizado por 100% da amostra. Observou-se que 80% optaram pela Técnica de Ensino Verbal, Ilustração (60%), Simulação (30%) e Exemplificação (20%). O Método de Elaboração em Conjunto configurou o segundo método mais utilizado pelos autores (80%). As técnicas de ensino mais exploradas nessa categoria foram a Conversa Dialogada (80%), Lista de discussões via internet (30%) e Aula Expositiva Dialogada (20%). Simpósio e Painel não foram testados. O Método de Ensino para Trabalho Individual foi o terceiro método mais explorado pelos autores (60%), sendo que a Técnica de Ensino mais utilizada foi a Revisão (50%), seguidos pelo Estudo Dirigido e Ficha Didática (10%). Portfólios, Mapa Conceitual, Solução de Problemas, Estudos de Caso e Pesquisas não foram exploradas como objetos de intervenção. Os Métodos de Ensino para Trabalho em Grupo e Atividades Especiais, com suas respectivas técnicas de ensino, não foram considerados em nenhum dos estudos analisados. Quanto aos recursos utilizados nas intervenções, o Feedback foi contemplado em 60%, seguidos pelo uso de cartazes, checklist a beira-leito, módulos de auto estudo (30%) e informativos, pôsteres, adesivos coloridos, carros e kits de inserção de CVC e internet (20%). Para os Métodos de Análise das intervenções realizadas, todos os estudos incluídos apresentaram as taxas de ICSC, seguidos pela Avaliação de Desempenho Pré e Pós Intervenção (60%), Auditorias e Testes Pré e Pós (50%), Checklist (40%), Indicadores gerais de IRAS, Avaliação diagnóstica prévia (20%) e Inspeção (10%). Conclusão: Os Métodos e Técnicas de Ensino utilizados nos estudos incluídos na presente pesquisa favoreceram a redução de ICSC. Entretanto, devido a uso combinado de diferentes métodos não foi possível identificar um método que isoladamente tenha sido mais eficaz / Introduction: Education is precisely the activity that can expand the strategies Healthcare Associated Infections (HAI). Catheter-related bloodstream infections (CRBSI) are considered to be the most important HAI in the critical care setting being associated with the high mortality rates of patients under intensive care. The interaction between the understanding of how knowledge is acquired and what would be the better way to teach, suggests a need for change in the traditional practices in teaching. Assuming that all changes should come from planning, implementation, evaluation and improving implementations, this study seeks to answer the following research question: \"What are the methods and teaching techniques that have proved to be effective in reducing CRBSI rates?\". Objective: Identify and describe the methods and teaching techniques used in training healthcare workers directly involved in the prevention of CRBSI. Method: This is an Integrative Review of Literature (IRL) with the structuring of a research question according to the PICO strategy which used standardized controlled descriptors. The following databases were searched: PubMed/MEDLINE, CINAHL, LILACS, EMBASE, ERIC and Web of Science. The articles that are included met the pre-defined criteria, including a methodological quality assessment. Results: Three hundred references were found and 10 articles (3.3%) were included as the final sample to be analyzed. The Expository Method was used by 100% of the sample. It was observed that 80% opted to the Verbal Teaching Technique, Illustration (60%), Simulation (30%) and Exemplification (20%). The Preparation Group Method configured the second method used the most by the authors (80%). The most explored teaching techniques in this category were the Dialogued Conversation (80%), List of discussions by internet (30%) and Dialogued Exposition Class (20%). Symposium and Panel were not tested. The teaching method for Individual Work was the third method further explored by the authors (60%), and the Review was the most used teaching technique on this category (50%), followed by the Directed Study and Teaching Sheet (10%). Portfolios, Concept Map, Problem Solving, Case Studies and Research where not explored as objects of intervention. The teaching methods for Group Work and Special Activities, with their respective teaching techniques were not considered in any of the studies analyzed. As for the resources used in the interventions studies, the Feedback was contemplated in 60%, followed by the use of banners, a bedside checklist, self study modules (30%) and newsletters, posters, colored stickers, car with the insertion kits of central lines and the internet (20%). According to the analysis methods for the implemented interventions, all included studies showing their CRBSI rates, followed by the Performance Assessment - Pre and Post Intervention (60%), Audits and Testing Before and After (50%), Checklist (40%), General HAI indicators, Prior diagnostic evaluation (20%) and Inspection (10%). Conclusion: The Methods and Teaching techniques used in the included studies from this research favored the reduction of CRBSI. However, due to the combined use of different methods, it was not possible to identify a method that alone was more effective

Orientadora: Maria Cristina Menezes / Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-08-18T22:21:31Z (GMT). No. of bitstreams: 1 TeixeiraJunior_Oscar_D.pdf: 2873702 bytes, checksum: 02ad0a189475b5d92a2000f384ecc221 (MD5) Previous issue date: 2011 / Resumo: O presente trabalho tem por objeto a apropriação, no plano discursivo, que os educadores paulistas fizeram do método intuitivo, possibilitando aos mesmos a reivindicação por uma participação ativa e diretiva sobre o sistema estadual de ensino que se organizara a partir da instauração do regime republicano. Como objetivo de pesquisa impôs-se problematizar o processo pelo qual uma determinada "leitura" do método intuitivo permitiu aos professores atuantes no magistério público estadual, notadamente aqueles que se expressaram pelas páginas da Revista do Ensino, órgão da Associação Beneficente do Professorado Público do Estado de São Paulo, elaborar uma racionalidade pedagógica cuja finalidade era a valorização da educação e da categoria docente. Dentro das estratégias docentes de valorização do campo educacional, observou-se o processo no qual a pedagogia paulista, paulatinamente, foi se desvinculando de seu caráter de "arte de ensinar", na tentativa de constituir-se como ciência da educação. Nesse contexto, as transformações ocorridas na definição de educação integral permitiram vislumbrar a originalidade da apropriação docente havida em São Paulo, na medida em que se rompeu com o conceito de currículo enciclopédico, em nome de uma maior efetividade na formação intelectual, moral e física. Por fim, a análise da reforma de 1920 explicita de que modo as questões externas ao campo educacional opuseram-se ao modelo de formação que vigorou em São Paulo desde 1890, redefinindo o conceito de cidadania e trazendo como consequência direta a "mutilação" do aparelho escolar paulista, a superação do modelo de formação integral e a não utilização do referencial intuitivo como método geral de formação. / Abstract: The present work purpose is at the appropriation, on the discursive, that educators have made Sao Paulo's intuitive method and enables them to claim for an active participation and policy on the state system of education that had been organized from the initiation of the republican regime. As for research purposes was imposed problematize the process by which a certain "reading" of the intuitive method allowed the teachers working as teachers in state public, especially those who expressed themselves through the pages of Revista da Educação, an agency of the Benevolent Association of State Public Professorship Sao Paulo, develop a pedagogical rationality which aimed at enhancement of education and class teacher. Within the educational strategies for enhancement of the educational field, we observed the process in which the pedagogy of São Paulo, gradually, disengaging from its character as an "art of teaching" in an attempt to establish itself as a science education. In this context, the transformations in the definition of comprehensive education crovided valuable insights into the originality of ownership regarded teacher in São Paulo, as it broke with the concept of curriculum encyclopedic, in the name of greater effectiveness in the intellectual, moral and physical. Finally, the analysis of the reform of 1920 explains how the issues outside the educational field were opposed to the training model that prevailed in Sao Paulo since 1890, redefining the concept of citizenship and bringing as a direct consequence of the "mutilation" of the device São Paulo school, overcoming the training model and not use the full reference intuitive as general method of training. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

Made available in DSpace on 2014-08-20T13:49:14Z (GMT). No. of bitstreams: 1 silviateixeirapinho.pdf: 1013227 bytes, checksum: 3dc1d7c02de8fa816d57465940609a88 (MD5) Previous issue date: 2009-03-25 / This study aimed to determine the influence of situational application of games on the levels of Tactical Procedural Knowledge (CTP) in the form of school handball. The sample consisted of 35 subjects of both genders aged between 10-12 years, belonging to two classes of fifth-grade elementary school, which were submitted to different methods of teaching. For the process of categorization and classification of methods of teaching 18 classes were filmed and used the protocol of Stefanello (1999). For the evaluation of the CTP test was used KORA (evaluation guided by the concept), developed by Memmert (2002), according to the parameters tactical "OO" and "RE". The results confirmed that in group 1 was the method used and the situational group 2, the mixed method (analytical + overall). The calculation of chi-square (X²) determined significativas differences in the two groups in task parameters (acquisition of technical X² = 32.67 (p <0.05), setting and diversity of technical X² = 10.89 (p <0.05), application of X² = 25.0 (p <0, 05) and competition X² = 38.9 (p <0.05)) and conditions of the task (individual basis X² = 36.0 (p <0.05), combination of reasons X² = 19.89 (p <0, 05), complex game I X² = 12.0 (p <0.05) and game X² = 28.0 (p <0.05). It was confirmed at the tactical level of procedural knowledge that the method improved situational nurture in all parameters examined in convergent OO (p = 0.04), differing in OO (P = 0.01), convergent in RE (p = 0.01) and the RE odds (p = 0.07). In mixed method (analytical + overall), there was a decrease in scores in all parameters in OO convergent (p = 0.02), differing in OO (P = 0.20), convergent in RE (p = 0001) and the RE odds (p = 0001). It was concluded that the method of teaching focused on tactical capabilities is efficient to stimulate the development of tactical procedural knowledge. / O presente estudo objetivou verificar a influência da aplicação de jogos situacionais, sobre os níveis de Conhecimento Tático Processual (CTP) em escolares na modalidade de handebol. A amostra foi constituída por 35 sujeitos de ambos os sexos na faixa etária entre 10-12 anos, pertencentes a duas turmas de quinta-série do ensino Fundamental, que foram submetidos a métodos de ensino diferentes. Para o processo de categorização e classificação dos métodos de ensino foram filmadas 18 aulas e utilizado o protocolo de Stefanello (1999). Para a avaliação do CTP foi utilizado o teste KORA (avaliação orientada através do conceito), desenvolvido por Memmert (2002), segundo os parâmetros táticos oferecer-se orientar-se (OO) e reconhecer espaços (RE). Os resultados confirmaram que no grupo 1 foi utilizado o método situacional e no grupo 2 o método misto (analítico + global). O cálculo do qui-quadrado (X²), determinou diferenças siignificativas nos dois grupos, nos parâmetros tarefas (aquisição da técnica X² = 32,67 (p 0,05), fixação e diversificação da técnica X² = 10,89 (p 0,05), aplicação da técnica X² = 25,0 (p 0,05) e competição X² = 38,9 (p 0,05) ) e condições da tarefa (fundamento individual X² = 36,0 (p 0,05), combinação de fundamentos X² = 19,89 (p 0,05), complexo de jogo I X² = 12,0 (p 0,05) e jogo X² = 28,0 (p 0,05). Confirmou-se no nível de conhecimento tático processual que o método situacional oportunizou uma melhoria em todos parâmetros analisados, no OO convergente (p=0,04), no OO divergente (p=0,01), no RE convergente (p=0,01) e no RE divergente (p=0,07). No método misto (analítico+global), verificou-se uma diminuição nos escores em todos os parâmetros, no OO convergente (p=0,02), no OO divergente (p=0,20), no RE convergente (p=0,001) e no RE divergente (p=0,001). Portanto, conclui-se que o método de ensino centrado nas capacidades táticas é eficiente para estimular o desenvolvimento do conhecimento tático processual.

This work is focused on the matter od the Czech contemporary literature in the context of the secondary school. The Czech contemporary literature and its position in the secodary education is examined in the view of academic literature, textbooks, pedagogical documents and other accessible materials. The position of the Czech contemporary literature is explored by surveys (among teachers and former secondary school students). This work is also focused on the probleme of the definicion of the term "contemporary" literature and characterizes this term taking into consideration all examined materials. This work's aim is to describe the current situation of the contemporary literature at the secondary schools, to define specific problems connected to this theme and to suggest strategies which could help making more advantage of the Czech contemporary literature. This work explains and describes these advanteges. The end of the work offers concrete materials which could be used in the Czech lessons.

The presented master thesis is focused on an integration of plant alkaloids' curriculum into education process at eight-year grammar schools or their equivalent at primary and secondary schools. The aims of the thesis are to provide a basic data about plant alkaloids, to specify an integration of the plant alkaloids into the curricular documents and to select specific and suitable methods for teaching of the alkaloid topic at schools. These teaching methods were practically verified at the Karel Čapek's Grammar School at Dobříš by using author's proposals of the school lesson, the project teaching and laboratory exercises. In the terms of benefits for students, it has been verified that the teaching of plant alkaloids using the teaching project and the laboratory exercises, can be performed more efficiently than those during an "ordinary" school lesson. Key words: plant alkaloids, teaching methods, teaching lesson, project method, laboratory exercise, biology, chemistry

This diploma thesis studies teaching of computer hardware with it's main goal set in evaluation of the topic's benefit in curriculum of grammar schools. Key aspects of evaluation are relation of topic to the rest of ICT curriculum and other school subjects, background in relevant curricular documents of Czech republic, students' attitude and expectations in regard of the topic determined by survey and comparison of schools' curriculum to topic's structure in literature. Main outcomes are determination of actual form of teaching computer hardware at grammar schools and recommending way of further development thereof regarding students' needs and motivation and variability of teaching methods available. Keywords ICT, Computer hardware, curriculum, teaching methods, curricular documents, pupil's attitude, motivation

This thesis is dedicated to a research of the influence of information technologies in Health Education in scope of various forms of education. The theoretical part focuses on determining the aims of education, teaching approaches and means of education in various areas of education. It deals with formal, non formal and informal education. A major role in this work is given to curators whose influence penetrates all spheres of teaching, especially in non formal and informal environment. This thesis shows how much the role of a teacher shifts towards curatorship and thus increases the influence it has on the target group (pupils) in an after-school environment. The empirical part is dedicated to the individual curators and video interviews with them. The questions of the interview focus on healthy life style, teaching, their presentation online and the role of technology in contemporary health education. A questionnaire researching the experience of both, pedagogues and students of the health education major, with using digital technologies in class is also a part of the empirical unit. Based on the analysis of the interviews and the questionnaire, this thesis shows the present state of the use of technologies in health education and concludes the most likely course of development. Keywords health,...

L'objet de cette étude vise à comprendre le processus de décentralisation de l’éducation musicale au Chili tel qu'il a été mené par le compositeur et chef d’orchestre Jorge Peña Hen, de 1950 à 1973. Ce musicien, engagé socialement, a fondé et développé de manière riche et prolifique un nombre important d’institutions musicales au nord du pays, notamment en créant des orchestres symphoniques, des chœurs, un conservatoire et des écoles de musique expérimentales, organisant de nombreux concerts et activités culturelles, faisant naître enfin le premier orchestre d’enfants en Amérique latine. Son exemple sera repris sur tout le continent sud-américain, donnant naissance à un fort mouvement culturel dont l'ampleur s'étend jusqu’à l’époque contemporaine. C'est dans un tel contexte que Jorge Peña Hen mit en place un système direct de participation civile par le biais de la pratique musicale, ce qui va rompre avec les tendances musico-culturelles conçues jusqu'alors par et pour une élite chilienne étroitement liée aux politiques d’État. Il connut malheureusement une fin tragique en 1973 sous la dictature militaire chilienne du général Augusto Pinochet. Cependant, ses principes égalitaires et sa pédagogie novatrice ont inspiré de nombreux autres projets, du Venezuela jusqu’en France, comme le montre l’exemple de l’orchestre d’enfants de Grigny sur lequel nous conclurons cette étude afin de mieux comprendre les mécanismes et les enjeux de tels processus. / This study aims to understand how the composer and conductor Jorge Peña Hen succeeded, from 1950 to 1973, in implementing a decentralisation process in the musical education in Chile. It shows an analysis of the Chilean musical Institution and the construction of Chile State from the middle of the twentieth century until now. Jorge Peña Hen, who was a socially committed musician, founded and developped a great number of musical institutions in the north of Chile, including symphonic orchestras, choirs, a conservatoire and experimental music schools. Within these premises, as well as in the whole country, he organised numerous concerts and cultural activities. This approach led him to create the first children orchestra in South America, an experiment which became a model duplicated all around the south of the American continent, giving birth to a strong cultural movement whose extent goes until these days. It is within this context that Jorge Peña Hen put in place a direct system of civilian participation through musical practice, which will break with the current cultural and musical tendancies conceived by and for a chilean elite closely related to State policies. He unfortunately knew a tragical end in 1973 under the military dictatorship of General Augusto Pinochet. However, the egalitarian principles and innovative teaching method which guided his work inspired many other projects, from Venezuela to France, as shown by the children orchestra of Grigny for example, which will also be studied in this thesis in order to get a better understanding of the mechanisms and stakes of such process.

L’objectif de notre étude est de dresser un portrait, inspiré des données collectées auprès des étudiants, des stratégies d’enseignement utilisées par les professeurs de traduction. Les stratégies d’enseignement englobent toutes les méthodes et les ressources qui, de manière organisée et planifiée, sont mises en œuvre afin d’atteindre des objectifs d’apprentissage spécifiques. Ainsi, nous parlons de simples gestes comme la disposition des tables et des chaises, du temps consacré à la présentation de la matière, de la gestion du temps pendant les discussions, des activités en groupe ou individuelles, de l’utilisation du matériel informatique, enfin, de toutes les actions prévues par l’enseignant dans le but de faciliter la construction des nouvelles connaissances chez l’étudiant. Lors d’une séance de formation, la conception que chaque formateur a de l’enseignement est mise en évidence à travers des stratégies favorisées par l’enseignant. Cette conception, comme l’affirment Loiola et Tardif, est le résultat de théories personnelles fondées sur des connaissances générales plutôt que sur des connaissances pédagogiques. Ces connaissances générales découlent de la rétroaction entre pairs ainsi que de l’expérience en tant qu’étudiants et professionnels. En outre, l’enseignant peut concevoir l’enseignement comme un processus de transmission des connaissances ou bien une manière de guider l’étudiant vers l’apprentissage (Loiola et Tardif, 2001, p. 309). Cette conception deviendra un facteur déterminant dans sa façon d’agir comme formateur. Bien que la recherche en pédagogie de la traduction ait beaucoup avancé, elle n’a pas encore atteint un niveau de sophistication important en ce qui concerne la recherche à l’intérieur de la salle de classe. Les études empiriques sur les stratégies d’enseignement de la traduction ne sont pas très nombreuses et celles qui existent s’appuient exclusivement sur des données recueillies auprès des enseignants. Or, comme l’affirment Smart et Etherington (1995), il peut y avoir des différences entre ce que les enseignants déclarent à propos de leurs orientations pédagogiques et la perception qu’ont les étudiants à propos de ce qui se passe dans les salles de cours. Pour cette raison, nous avons donné voix aux étudiants en réalisant des entretiens semi-dirigés. Nous avons choisi cet instrument de recherche, car il est un dispositif qui permet explorer le phénomène en profondeur, ainsi qu’un des instruments privilégiés en ce qui a trait à la recherche qualitative en éducation. L’information obtenue des interviews offre une vaste information fort utile à notre étude. / The objective of this study is to provide an overview, based on the data collected from the students, of the teaching strategies used by translation teachers. Teaching strategies include all methods and resources that are organized and planned in order to achieve specific learning objectives. Therefore, we are talking about simple gestures such as the layout of tables and chairs, the time devoted to the presentation of the content subject, the management of time during discussions, group or individual activities, the use of computer equipment. Finally, all the actions planned by the teacher in order to facilitate the construction of new knowledge in the student. During a training session, the teaching design is highlighted through teaching strategies promoted by the teacher. This conception, according to Loiola and Tardif, is in many cases the result of personal theories based on general knowledge rather than pedagogical knowledge. This general knowledge results from peer feedback as well as from teachers’ experience as students and professionals. In addition, the teacher can conceive teaching either as a transmission process of knowledge or as a way of guiding the student to learn (Loiola and Tardif, 2001: 309), which will become a determining factor in its way of acting as a trainer. There are few empirical studies on teaching strategies in translation, but those that do exist are based exclusively on data collected from teachers. However, as stated by Smart and Etherington (1995), there may be differences between what teachers say about their pedagogical orientations and how students perceive what happens in the classroom. For this reason, we gave voice to the students by carrying out semi-directed interviews. The information obtained from the interviews offers a wealth of useful information for our study.