Syftet med studien är att undersöka hur fem verksamma lärare i årskurs 1-3 använder läsförståelsestrategier i sin undervisning för att utveckla elevers läsförståelse. Utifrån syftet formulerades tre frågeställningar: Vilka läs-förståelsestrategier används av lärarna? I vilka undervisningskontexter används läsförståelse-strategier? Vad anser lärarna vara särskilt viktigt i arbetet med läsförståelsestrategier? Studien är av kvalitativ metod där semistrukturerade intervjuer har genomförts. Informanterna i studien är fem behöriga lärare, verksamma i minst tre år i årskurs 1-3. Det insamlade materialet har transkriberats och analyserats noggrant. Resultatet i studien visar att lärarna använder sig av Läsfixarna som är hämtade ur materialet En läsande klass. Lärarna arbetar varierat med läsförståelsestrategier i undervisningen. De arbetar med högläsning, läsläxa, boksamtal, läsgrupper och ämnesintegrerad läsförståelse. Lärarna anser att diskussion och samtal, stöttning och vägledning, varierade arbetsformer, börja i tid, motivation och repetition är viktiga faktorer i arbetet med läsförståelsestrategier. / The aim of the study is to examine how five active teachers in grades 1-3 use reading comprehension strategies in their teaching to develop students’ reading comprehension. Based on the aim, three questions were formulated: What different reading comprehension strategies are used by the teachers? In which teaching context are reading comprehension strategies used? What do the teachers regard as important in the work on reading comprehension strategies? The study is based on a qualitative method where semi-structured interviews have been conducted. The informants in the study are five qualified teachers, active for at least three years in grades 1-3. The collected material has been transcribed and analyzed from a sociocultural perspective. The result of the study shows that teachers use ”Läsfixarna” which is a part of the material ”En läsande klass”. The teachers work in various ways with reading comprehension strategies. They use reading aloud, homework focusing on reading comprehension and reading, book discussions, reading groups and reading comprehension in various school subjects. The teachers believe that discussion and dialogue, scaffolding and guidance, varied working methods, starting in time, motivation and repetition are important factors while working with reading comprehension strategies.

[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

Orientador: Ana Maria Lombardi Daibem / Banca: Alice Helena Campos Pierson / Banca: Renato Eugênio da Silva Diniz / Resumo: O presente trabalho buscou enfocar as práticas docentes no ensino de ciências nas séries finais do Ensino Fundamental, na atualidade, e os fundamentos teóricos que as embasam, assim como o nível de envolvimento dos professores com as propostas de inovações e/ou reorganizações curriculares para tal ensino. A pesquisa, de natureza qualitativa, teve a participação de cinco professores de ciências que atuam em quatro escolas da rede pública estadual de São Paulo. Para a coleta de dados foram aplicados questionários, realizadas entrevistas individuais e grupais, observadas 25 (vinte e cinco) aulas desses professores e analisados seus planos de ensino e os livros didáticos adotados por eles. Através desses instrumentos tentou-se desvendar o retrato do ensino de ciências na atualidade e os entraves que limitam as práticas docentes para compreensão do que falta para que o ensino e a aprendizagem ocorram de modo mas satisfatório. Estes aspectos foram priorizados por serem relevantes como ponto de partida para qualquer processo de mudança no ensino. Conclui-se que, muito ainda há de ser feito, principalmente no campo da formação inicial e continuada de professores de ciências, visto que o ensino ministrado conserva os pressupostos da pedagogia tradicional, quando o desejável seria o ensino ativo, para o alcance da educação voltada para a alfabetização científica. / Abstract: This paper aims to give emphasis about practical teaching of science teachers of high school nowadays, as well to concern about theorical embasaments of teaching and learning and so their involvement when facing innovation and/or reorganization purposes related to this matter. The research based on qualitative data had 05 science teachers from public schools of São Paulo State and the data were gathered through 25 questionnaires, individual and grupal interviews and 25 times observation of classes by these teachers when doing that. Their schedules (plans of work), school methods adopted by high schools were still subjected to a study. By those instruments the portrait of science nowadays was the goal to face problems that this work can cause to education process, in order to bring comprehension to the lacks of teacher's practice to make them the way to a better job in education (satisfaction ways of doing this). These points of view were considered initial to any change in education process. Finally, there are so much things to do in education mainly about professional career, about its beginning and in its continuing of science teachers, cause their job still has traditional pedagogic practices and the ideal way to work could be actually being active when teaching, in order to reach scientific alphabetization in educational process. / Mestre

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-25T13:23:40Z No. of bitstreams: 1 luizalbertodasilvajunior.pdf: 4112049 bytes, checksum: ff4f4c2ffa24cc533bb3aec6cad6995c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T13:29:23Z (GMT) No. of bitstreams: 1 luizalbertodasilvajunior.pdf: 4112049 bytes, checksum: ff4f4c2ffa24cc533bb3aec6cad6995c (MD5) / Made available in DSpace on 2016-03-03T13:29:23Z (GMT). No. of bitstreams: 1 luizalbertodasilvajunior.pdf: 4112049 bytes, checksum: ff4f4c2ffa24cc533bb3aec6cad6995c (MD5) Previous issue date: 2014-02-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta investigação teve como foco os saberes docentes de estudantes ingressantes no curso de licenciatura em química noturno da Universidade Federal de Juiz de Fora. Visando a compreensão sobre como esses saberes são construídos e suas características, foram utilizados os referenciais teóricos de Maurice Tardif, Rafael Porlán, Selma Pimenta, bem como de Ana Maria de Carvalho e Daniel Gil-Pérez. Todos esses pesquisadores apontam para diversos saberes docentes que confluem em dois grupos principais: saberes construídos durante a experiência escolar e saberes formais construídos durante a licenciatura. O saber construído pela experiência tem diferentes denominações e para este trabalho adotou-se a nomenclatura proposta por Carvalho e Gil-Pérez: pensamento docente espontâneo. Tal saber se apresenta como acrítico, incorporado de forma inconsciente ao longo do tempo, trazendo limitações para a prática docente, uma vez, que desconsidera pontos importantes do processo de ensino e aprendizagem, além de ser validado pelo senso comum. Embora seja conhecido e problematizado desde 1980, não foram encontradas propostas sobre como abordá-lo durante a formação inicial. Diante disso, o objetivo dessa investigação foi identificar e caracterizar o pensamento docente espontâneo de ingressantes e propor um processo formativo para que os mesmos conheçam, reflitam e reelaborem esse saber. A construção do corpus de dados foi realizada a partir de: (i) aplicação de questionário, (ii) observação participante ao longo de uma disciplina e (iii) entrevista semiestruturada. Os dados foram analisados seguindo os passos da Análise Textual Discursiva proposta por Moraes e Galiazzi com apoio do referencial dos Modelos Didáticos de Garcia Pérez. Diante do corpus de dados, foi possível identificar as principais características do pensamento docente espontâneo, dentre elas a aceitação inconsciente e não refletida das práticas de antigos professores. Outra característica notável foi o interesse em abandonar o ensino tradicional e propor aulas inovadoras. No entanto, quando os modelos didáticos desses sujeitos foram construídos, percebeu-se que havia uma contradição entre o modo de ensinar – que era inovador – e o modo de avaliar – que era tradicional. Paralelamente, também ficou evidente que o processo formativo conduziu à reflexão inicial desses estudantes que, no momento final da disciplina, já apresentavam algumas concepções diferentes daquelas iniciais e mostravam consciência de que a proposta feita na primeira semana de aula estava pautada nas influências deixadas por seus antigos professores. / The focus to this research was the teacher’s knowledge of students entering the undergraduate program in chemistry at the Universidade Federal de Juiz de Fora. To understand how this knowledge is build and what its characteristics are, it was used the theoretical frameworks of Maurice Tardif, Rafael Porlán, Selma Pimenta as well Ana Maria de Carvalho and Daniel Gil-Perez. All these researchers point to several types of knowledge that converge into two main groups: knowledge built during the school experience, and formal knowledge built during the graduation. This knowledge built during the experience has different names and for this work we adopted the nomenclature proposed by Carvalho and Gil-Pérez, spontaneous teaching thought. It presents as an uncritical, incorporated unconsciously and that brings limitations for teaching practice because it ignores important points of the teaching and learning process, besides is validated by the common sense. Although such knowledge has been known and questioned since the 1980s decade, proposals on how to approach it have not been found during the teacher training. Therefore, the aim of this research was to identify and characterize the spontaneous teaching thought of the students entering the undergraduate program in chemistry, and propose an educational process for students to know the degree, reflect and elaborate this knowledge again. The data corpus was built from: (i) questionnaire, (ii) participant observation during a course and (iii) interview. The data were analysed following the steps of Textual Discursive Analysis proposed by Moraes and Galiazzi supported by the theory of Didactic Models by Garcia Perez. With all the data, was possible to identificate the main features from spontaneous teaching thought, such as unconscious incorporation and not reflected of older teachers’ practices. Another feature was the intention of to abandon the traditional teaching and offer innovative classes. However, when the didactic models were built by these students, it was noticed that there was a contradiction between the way of teaching – which was innovative - and how to evaluate - which was traditional. In parallel, it also became clear that the education process led to the initial thought of those students who, at the end of the course, already had different conceptions of those initials and showed awareness that the proposal made in the first week of school was ruled by marks left by their older teachers.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-23T14:20:56Z No. of bitstreams: 1 isabelsendamacatane.pdf: 883750 bytes, checksum: 64e671fd684b4c3040e1923d4c6e251e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:31:37Z (GMT) No. of bitstreams: 1 isabelsendamacatane.pdf: 883750 bytes, checksum: 64e671fd684b4c3040e1923d4c6e251e (MD5) / Made available in DSpace on 2016-04-24T02:31:37Z (GMT). No. of bitstreams: 1 isabelsendamacatane.pdf: 883750 bytes, checksum: 64e671fd684b4c3040e1923d4c6e251e (MD5) Previous issue date: 2013-08-14 / Este trabalho apresenta resultados de uma investigação que procurou identificar como se configuram as práticas de formação continuada de professores de Moçambique em nove escolas primárias públicas do distrito de Boane na Província de Maputo. O objectivo é de contribuir para a articulação de um modelo de formação que valorize o espaço escolar e permanente exercício de reflexão-acção-reflexão como elemento crucial na formação continuada do professor com vista à melhoria da qualidade de ensino nas escolas primárias moçambicanas. Os professores pesquisados reconhecem a importância das reuniões pedagógicas como um dos elementos fundamentais no desenvolvimento da prática docente, porém a cultura de criatividade na realização de acções que permitem a identificação das dificuldades de ensino e elaboração de projectos que visem o aprimoramento de actividades voltadas tanto para a melhoria da prática pedagógica quanto de aprendizagem dos alunos não faz parte do trabalho docente nas escolas pesquisadas. Muitas acções de capacitação dos professores em serviço têm sido realizadas pelo Ministério da Educação, Direcção Provincial e Direcção Distrital, visando o desenvolvimento da prática docente, mas as mesmas não têm surtido efeitos adequados à solução dos problemas reais da prática pedagógica. Deste modo, a pesquisa propõe a criação de um modelo de formação continuada que consista na concepção de programas de discussão e identificação das dificuldades de ensino nas escolas, como uma forma de desenvolver o profissionalismo docente na reflexão-acção-reflexão no processo de ensino-aprendizagem à luz das tendências actuais de formação continuada e, consequentemente, para a melhoria da qualidade de ensino e aprendizagem dos alunos. Para que isso seja efectivo, o estudo propõe que se disponibilize um tempo necessário para que as escolas discutam e identifiquem os problemas pedagógicos do ensino e elaborem os respectivos projectos de superação; que o Ministério da Educação, através do Instituto Nacional do Desenvolvimento da Educação (INDE), acompanhe e apoie as escolas no processo de concepção e execução dos seus projectos pedagógicos para a solução das dificuldades identificadas. / This paper presents results of a research which tried to find out how continued teacher training practices are formed in Mozambique. It was carried out in nine public primary schools in Boane District, Maputo Province. The main objective of the research is to contribute in the articulation of a training model that values the school premise and permanent reflection-action-reflection approach as a crucial tool for a continued teacher training in order to improve the teaching quality in Mozambican primary schools. The sample teachers involved in the research acknowledge the importance of pedagogical meetings to be fundamental tools for teacher development. Nevertheless, the same teachers admit that creativity and actions that would enable the identification of the teaching difficulties and project elaboration that would enhance pedagogical practices and learning do not appear to be taken into account very often. Many in-teacher enrichment actions to help teachers improve their teaching skills have been organized by the Ministry of Education, Provincial and District Education Directorates but they have not yielded the expected pedagogical practices. This research, therefore, proposes to create a permanent teacher training model which consists of conception of discussion programs and difficulty identification of teacher practices in order to develop teachers’ professionalism based on reflection-action-reflection approach and teaching-learning processes bearing in mind the new trends in permanent teacher training which will consequently improve teaching and learning quality. The study proposes that there should be time available for schools to discuss and identify pedagogical and teaching problems and elaborate solution projects to overcome them; it also proposes that the Ministry of Education, through INDE (The National Institute for Education Development) should supervise and support schools during conception as well as the implementation of these pedagogical projects in order to solve the identified problems.

Les pratiques d’enseignement ont fait l’objet de plusieurs études qui portent, notamment, sur leur efficacité au regard des caractéristiques socioéconomiques des élèves et des comportements observables des enseignants. Au Québec, la réforme scolaire issue des États généraux de l’éducation 1995-1996 (Berthelot, 1996) a nourri la réflexion sur la nature des pratiques d’enseignement. L’objectif de cette étude est d’analyser le lien entre les pratiques privilégiées par les enseignants et les caractéristiques des élèves et des enseignants, ainsi que l’influence de ces pratiques sur le vécu professionnel des enseignants. En guise de cadre conceptuel, l’étude s’appuie sur la typologie de modèles d’enseignement de Joyce, Calhoun et Weil (2015). À l’aide du Questionnaire à l’enseignant développé par l’Université de Montréal en 2006, des analyses quantitatives ont été effectuées. Les résultats obtenus à partir d’une enquête menée auprès des enseignants (n = 480) oeuvrant de 192 écoles du Québec montrent que ces derniers mobilisent des pratiques d’enseignement associées aux quatre familles de modèles (traitement de l’information, interaction sociale, développement de la personne et modification des comportements). En ce qui concerne les caractéristiques des élèves, les résultats des analyses montrent qu’il n’existe pas de relation statistiquement significative entre des pratiques d’enseignement et les caractéristiques scolaires des élèves. En ce qui a trait aux caractéristiques des enseignants, ces analyses révèlent que seul le genre influe sur la variation des pratiques d’enseignement. Par ailleurs, l’examen du vécu professionnel des enseignants indique une corrélation entre le sentiment de compétence des enseignants, leur satisfaction professionnelle et les quatre modèles d’enseignement. / The effectiveness of teaching methods measured by the impact of social and economic characteristics of students and by teacher’s behaviors within the class have long been important areas of teaching practice research. More recently, the 2000s school reform in Quebec has sparked interest in the debate on the very nature of teaching practice. Hence, this current study examines how teaching practice varies according to student characteristics, teacher characteristics and the professional experience of the latter. A survey was conducted in 2006 with 480 teachers from 192 schools in Quebec. The data collected was subjected to a few quantitative analyses within the theoretical framework of the four models of teaching developed by Joyce, Calhoun and Weil (2015). Results show that teachers report using all four families of teaching models (Information-Processing, Social, Personal and Behavioral Systems). Pertaining to student characteristics, the analyses do not reveal any statistically significant variation between teaching practice and class composition. Concerning teacher characteristics, the results suggest that gender may influence teaching practice variation. Further results regarding teacher professional experience reveal that statistically significant differences exist between teacher sense of competence, job satisfaction and practices.

The problem in this research was to derive and prioritize program content areas and topics for a community college level printing program appropriate to the needs of the printing industry in Halifax County, Nova Scotia, Canada. This prioritized list will provide guidance during curriculum development. The needs assessment executed in this study was a Beta-type needs assessment. The methodology used in this study was a telephone interview technique utilizing a questionnaire developed on the basis of in-person interviews with key informants in the printing profession. As a result of this study, curriculum guidelines were offered for a community college level printing program. Within these guidelines, the broad content area of press operations was given the highest priority, with almost one-half (45%) of the curriculum devoted to press course offerings in press operations. The broad content area of pre-press operations was given the second highest priority, with approximately one-third (33%) of the curriculum devoted to course offerings in pre-press operations. The broad content area of postpress was given the least priority, with less that one-quarter (22%) of the curriculum devoted to course offerings in post-press operations. Curricular emphasis of specific topic areas within these broad content areas were also examined, and recommended curricular emphasis was given for these topic areas. In addition demographic information regarding the size and scope of the printing industry in Halifax County was reported. / Ed. D.

A synopsis of the importance and the nature of reading serve as the point of departure for this study. The pupils involved are learning restrained as well as A comprehensive reading problem analysis table, compiled for analysis of individual reading problems, facilitates identification of the remedial reading areas, as well as the underlying subskills causing the problems to be accommodated in remedial reading. A control chart, developed for recording the information concerning the pupil's reading problem area and underlying subskills, facilitates compilation of an integrated remedial reading programme. Existing exercises, selected from the works of various authors and adapted, provide guidelines and exercises for particular remedial reading areas. These guidelines serve as a point of departure for the compilation of a specific remedial reading programme for a particular pupil with reading problems. Two case studies elucidate how a remedial reading programme can be compiled according to the pupil's background, reading problems and inadequacies in the underlying subskills. Group A learning disabled pupils although learning disabled pupils in Group B and C can also be involved. The total reading process is illustrated by means of a reading model. The two main components, namely, word identification and comprehension, form the basis of this study. The different subcategories featuring in each component are highlighted. This model serves as a framework for the diagnosis and remediation of reading problems. A teaching model is used to illustrate the complexity of teaching. The factors ( within the teaching model are indicated, as well as the ways they may serve when reading is taught. The reduction and choice of reading content for a specific pupil are set out as important aspects to be taken into consideration in reading remediation. Determining each pupil's reading levels, namely, his/her independent level, instructional level and frustrational level, enables the teacher to choose the appropriate reading material. / Teacher Education / D. Ed. (Orthopedagogics)

Läsförståelse är viktigt för att klara sig i ett kunskapssamhälle som bygger på skriftspråklig kompetens (Bråten, 2008a). Det senaste resultatet i Progress in International Reading Literacy Study (PIRLS) 2016 visar att svenska elever är svagare i att tolka och värdera texter jämfört med andra länder (Skolverket, 2017b).   Syftet med studien är att undersöka hur lärare arbetar med läsförståelsestrategier i svenskundervisningen för att utveckla elevers läsförståelse i årskurs 1–3. Frågeställningarna för undersökningen är: Vilka läsförståelsestrategier används? I vilka sammanhang används läsförståelsestrategier? Hur främjas elevers läsförståelse med hjälp av läsförståelsestrategier? Studien utgår från ett sociokulturellt perspektiv. En kvalitativ metod har använts och semistrukturerade intervjuer har genomförts för att samla in material till studien.   Resultatet visar att lärare undervisar i läsförståelse och läsförståelsestrategier på flera olika sätt såsom läsfixare från materialet En läsande klass, högläsning, läsläxa och genom samtal och frågor. Slutsatsen är att lärarna betonar modellering, stöttning och repetition som viktigt för att elever ska bli mer säkra i sin egen användning av läsförståelsestrategier och därmed utveckla sin läsförståelse. Att börja tidigt och att variera sina arbetssätt ses också som positivt hos lärarna. / Reading comprehension is important for coping with a society whose knowledge is based on written language skills (Bråten, 2008a). The latest result in Progress in the International Reading Literacy Study (PIRLS) 2016 shows that Swedish students are weaker in interpreting and evaluating texts compared to other countries. The aim of the study is to investigate how teachers work with reading comprehension strategies in Swedish teaching to develop students’ reading comprehension in grades 1-3. Questions for the survey are: What reading comprehension strategies are used? In what context are reading comprehension strategies used? How does students’ reading comprehension develop with the help of reading comprehension strategies? The study is based on a socio-cultural perspective. A qualitative method has been used and semi-structured interviews have been conducted to collect the material for the study. The result shows that teachers teach reading comprehension and reading comprehension strategies in several ways such as “läsfixare” from the material A Reading Class, reading aloud, reading homework and through conversations and questions. The conclusion is that the teachers emphasize modeling, support and rehearsal as important in order for students to become more secure in their own use of reading comprehension strategies and thereby develop their reading understanding. Starting early and varying their working methods is also seen as positive by the teachers.

Introdução: Médicos residentes (MR) representam uma grande força de trabalho na maioria dos hospitais universitários brasileiros. O contato destes com alunos da graduação e do internato acrescenta atividades didáticas ao seu repertório diário de atividades assistenciais. Estudos norte-americanos e canadenses demonstram que até 25% do tempo de trabalho de médicos residentes é exercido como atividade de ensino. Pesquisadores apontaram que alunos de medicina creditam aos MR30-85% de toda a teoria clínica adquirida na graduação. Nos Estados Unidos criaram-se programas de capacitação didática, conhecidos como \"Residents as Teachers\" (RaTs) - residentes como professores, atualmente presentes em 80% daquelas instituições. Em nosso meio, todo esse contato se dá com pouco ou nenhum treinamento formal dos residentes em técnicas de ensino. No presente estudo investigou-se a hipótese de que o treinamento formal de MR em técnicas de ensino poderia aumentar o desempenho em habilidades de ensino clínico. Métodos: Estudo prospectivo, onde escores pré e pós-intervenção foram aferidos por meio de atividades simuladas desenvolvidas, especificamente, para este fim. Quarenta e nove médicos residentes dos programas de clínica médica, cirurgia geral, dermatologia e infectologia da Universidade Federal de Uberlândia participaram do estudo. Foram elaboradas 4 estações simuladas para avaliação de habilidades didáticas em cenários de ambulatório, enfermaria, unidade de emergências e durante a orientação de um procedimento. Todos os MR tiveram seus desempenhos gravados em vídeo para avaliação posterior, por 3 investigadores independentes, que atribuíram escores padronizados para cada cenário. Os MR foram avaliados em 3 etapas, com 1 semana de intervalo entre elas: basal (D1), após primeira intervenção (D2), após segunda intervenção (D3). A intervenção principal baseou-se no método de ensino clínico \"Preceptoria em um Minuto - PEM\" e uma intervenção controle de comunicação de más notícias. Os residentes foram randomizados eletronicamente quanto à ordem de recebimento de cada uma das intervenções após D1. Todos os residentes foram submetidos às intervenções, principal e controle, com uma semana de intervalo, de acordo com a randomização. Resultados: Houve aumento estatisticamente significativo nos escores das avaliações de desempenho dos MR quando comparadas avaliações pré e pós-intervenções nas estações enfermaria e procedimento. As estações emergência e ambulatório produziram baixas confiabilidades entre avaliadores. Na estação enfermaria, foram observadas medianas de escores de 109,5 para a D1; 142,5 para D2 e 137,5 para D3, com diferença significativa entre as etapas de avaliação (p=0,009). Análise pós-hoc para comparação de pares demonstrou diferença significativa entre D1 e D2 (p=0,011). Análise de confiabilidade da estação enfermaria pela teoria da generalização (teoria G) demonstrou coeficientes de 0,545 para D1; 0,702 para D2 e 0,860 para D3. Os coeficientes de consistência interna e confiabilidade entre avaliadores foram respectivamente 0,913 e 0,595. Na estação procedimentos, foram observadas medianas de escores de 99 para D1; 119 D2; e 119,5 D3. Houve diferença significativa entre as etapas de avaliação com p < 0,001. Análise pós-hoc para comparação de pares demonstrou diferença significativa entre D1 e D2 (p=0,001) e entre D1 e D3 (p= 0,004). Coeficientes G para as etapas de avaliação da estação procedimentos foram calculados em 0,683 para D1; 0,681 para D2 e 0,670 para D3. Consistência interna resultou um coeficiente de 0,726 e a confiabilidade entre avaliadores 0,772. Conclusões: O presente estudo demonstrou ganho na aquisição de habilidades de ensino clínico, em MR brasileiros após intervenção específica com método PEM. Observou-se aumento progressivo da confiabilidade geral para a estação enfermaria, com um coeficiente condizente com avaliações de alto padrão obtido em D3. A estação enfermaria também produziu uma alta consistência interna e confiabilidade moderada entre avaliadores. A estação procedimentos produziu coeficientes de confiabilidade bons, porém estáveis através das etapas do estudo. As estações emergência e ambulatório produziram coeficientes de confiabilidade entre observadores ruins, o que prejudicou a análise final dos resultados / Introduction: Medical residents (MR) represent a powerful work force in most of Brazilian teaching hospitals. Their contact with undergraduate students adds to their daily work teaching activities. Studies from the United States (US) and Canada indicate that 25% of a resident\'s working time is spent in teaching duties. Other researchers point to the fact that medical students attribute to MR 30-85% of all clinical theory acquired during graduation. In the US, programs developed specifically to foster MR\'s teaching skills, known as \"Residents as Teachers\" (RaTs), are now present at nearly 80% of American institutions. In Brazil, the close contact between MR and interns is conceived under little or no formal training in clinical teaching skills. The present study investigated if delivering teaching skills to MR would enhance their ability to teach simulated interns. Methods: We developed a prospective study where scores pre and post intervention were obtained through simulated activities, specifically designed for this purpose. Forty-nine medical residents from internal medicine, general surgery, dermatology and infectious diseases programs in Universidade Federal de Uberlandia took part in the activities. Four simulated stations were developed to assess clinical teaching skills in different scenarios: a clinical ward, in the emergency department, during ambulatory consultation and while teaching a simple procedure. All participants had their performances recorded in video for further evaluation. Three independent raters used a standardized questionnaire to attribute scores for every MR\'s recorded performance. All MRs were evaluated in 3 distinct occasions, one week apart: pre- intervention (D1), after first intervention (D2) and after second intervention (D3). The main intervention was based on a lecture about a teaching skill\'s method, the \"One Minute Preceptor\". Control intervention was based on a lecture about how to deliver bad news. All residents were electronically randomized to receive the main or control interventions after D1. All residents received both interventions, one week apart, according to randomization. Results: There was a statistically significant increase in the performance\'s scores of MRs when we compared pre and post intervention evaluations for stations clinical ward and teaching a procedure. For the clinical ward station, median scores were 109.5 for D1, 142.5 for D2 and 137.5 for D3, with a significant difference between 3 occasions (p= 0.009). Post-hoc analysis was carried out and evidenced significant differences between D1 and D2 (p=0.011). Reliability estimates were calculated using generalizability theory (G theory). The overall coefficient was 0.545 for D1, 0.702 for D2 and 0.860 for D3. Internal consistency resulted in a 0.913 coefficient and interrater reliability 0.595. In teaching a procedure station, we observed median scores of 99 for D1, 119 for D2 and 119.5 for D3. The difference across all occasions was statistically different (p < 0.001). Post-hoc analysis evidenced significant differences between D1 and D2 (p=0.001); D1 and D3 (p=0,004). G coefficients for the occasions were 0.683 for D1, 0.681 for interrater reliability was 0.772. Conclusions: The present study evidenced a gain in clinical teaching skills after specific training session based on the \"One Minute Preceptor\" method, in studied Brazilian MRs. The reliability analysis demonstrated progressive G coefficients across occasions in the clinical ward station, reaching levels expected for high stakes evaluations in E3. The clinical ward station also showed a high internal consistency and moderate interrater reliability. The procedure station resulted in good reliability coefficients across occasions, but they were stable in all of them. Clinical ward and emergency stations produced poor interrater reliability coefficients, which impaired interpretation of final results