Background:

Pedagogical reasoning and action are underpinned by sources of the knowledge base for teaching, which support the phases of the Pedagogical Reasoning and Action Model.

Objective:

To analyze the association between the trajectory of access to the sources of the knowledge base and the processes of pedagogical reasoning and action of permanent faculty members of postgraduate nursing programs, as well as their implications for didactic-pedagogical training.

Methodology:

Mixed-methods study with 28 permanent teachers from two stricto sensu postgraduate programs in northern Brazil. Data collection took place in three stages, through documentary sources (Sucupira and Lattes Platform) and (1) interview. The constant comparative method was used for qualitative analysis, and descriptive statistics based on Shulman’s concepts was used for quantitative analysis.

Results:

Access to sources of knowledge along the way, wisdom acquired during teaching practice and experience as a student, better pedagogical reasoning of teachers in the stages of understanding, transformation, and teaching

Conclusion:

The faculty’s pedagogical reasoning suggests weaknesses in the investment in didactic-pedagogical training in the curricula of both postgraduate nursing programs.

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