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O pensamento do professor sobre a sua profissão-actividade docente : problemas, preocupações, representações e necessidade de formação
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Resumo(s)
Este trabalho de investigação surge no âmbito do Mestrado em Ciências de
Educação, Especialização na área de Formação de Professores, organizado pela
Universidade de Lisboa.
A dissertação intitulada O Pensamento do professor sobre a profissão/actividade
docente: problemas/preocupações/representações e necessidades de formação de
professores apresenta uma investigação que pretende explorar e compreender o
pensamento do professor e as suas necessidades de formação numa perspectiva de
desenvolvimento da carreira. O estudo que realizamos teve como objectivos gerais detectar problemas, preocupações, dificuldades sentidas por um grupo de professores do 2° ciclo do Ensino Básico, em diferentes fases da carreira, e conhecer as percepções/representações que têm sobre os diferentes domínios da actividade docente,
sobre as necessidades de formação e sobre a formação contínua.
Neste estudo, de tipo exploratório, foi adoptada a abordagem biográfica, à qual se
associou a entrevista semidirectiva para a recolha de dados, que posteriormente foram
submetidos à análise de conteúdo.
Os resultados obtidos mostraram que em relação à actividade docente este grupo de professores valorizou mais os aspectos de natureza relacional (socioafectiva), do que os
aspectos meramente tecnicistas e cognitivos.
Relativamente aos percursos profissionais, no início da carreira existe uma
preocupação maior com a condução das aulas, com a gestão do programa, com a
avaliação dos alunos, e uma tomada de consciência das necessidades e lacunas formativas, sendo a adaptação à nova realidade do contexto educativo feita pela via da
sobrevivência-descoberta e pela aprendizagem com os professores mais velhos; no meio da carreira, o foco de.preocupações das professoras desloca-se para o ensino e para os alunos e a sua aprendizagem; no topo da carreira, o percurso profissional é marcado pelo
sentimento de domínio da situação pedagógica, por atitudes negativas em relação às mudanças educativas, por uma certa nostalgia do passado e por um questionamento e
crítica em relação ao trabalho dos colegas.
Quanto ao percurso formativo, os professores na fase intermédia da carreira
manifestaram uma maior preocupação com o seu aperfeiçoamento/desenvolvimento
profissional do que os professores que se encontravam no início e no fim da carreira.
Para a maioria, a oferta de formação tinha que ser mais prática, regular, orientada
para uma aplicação concreta e imediata à realidade e incidir sobre conteúdos
relacionadas com a nova reorganização curricular já que, neste particular, existiu um
deficit de formação.
O estudo permitiu revelar que em todas as fases da carreira os professores
expressaram, de forma diferenciada, necessidades, interesses e preferências formativas;
mas nem sempre pediram formação ou estabeleceram prioridades formativas nas áreas
em que referiram ter mais dificuldades, o que vem demonstrar que as necessidades que
foram detectadas com este estudo, podem não ser totalmente conscientes
apresentarem-se aglutinadas a outras mais perceptíveis para os próprios inquiridos.
This research work was done in order to obtain the Master of Arts degree, in the Specialisation Field of Teacher Development, organised by University of Lisbon. The dissertation is entitled Teacher thinking about teacher professionAvork/activity: problems/concerns/representations and teacher's education/professional development needs presents an investigation which intends to explore and understand teacher thinking and his education/development needs, using a career development perspective. The main objectives of the study was to detect problems, concerns, and difficulties of a group of teachers of the 2nd cycle (5th and 6th grades), and in different stages of the career and to know the perceptions/representations which they have about different aspects of teacher's activity, about education/development needs and about teacher's education/professional development. In this exploratory study, which adopted a biographical approach, it was used the semi directive interview for the data collection, which was then submitted to the content analysis. The results show that in the case of teacher's activity, this group of teachers valued more the relation aspects than the technical and cognitive aspects. Regarding to their professional trajectory , in the beginning of the career there exists a major concern with the way the classroom work is conducted, with the syllabus management, with the assessment of pupils and the awareness for education/ development needs and education/development gaps, being the adaptation process to the new reality of the educational context done by the survival-discovery way and by learning with older teachers; in the middle of the career, teacher's concerns are focused on teaching, pupils and their learning; in the top of the career, the professional trajectory is marked by a sentiment of control of the pedagogical situation, by negative attitudes towards educational changes, by a certain nostalgia of the past and by questioning and criticism towards the work of his colleagues. About the education/development trajectory, the teachers in the middle stage of the career were much more concerned with their professional development than the teachers who were at the beginning and at the end of the career. For the majority of the teachers, the offer in the field of teacher' education/development had to be more practical, regular, orientated to a concrete and immediate application to reality and focused on contents related to the new curriculum reorganization, which in this particular case, there existed a education/development gap. The study also revealed that in all stages of the career, the teachers expressed, in various ways, needs, interests and formative preferences, but they didn't always ask for education/development or established education/development priorities in areas which they referred they had more difficulties, which shows that the needs that were detected with this study, may not be totally conscientious and may appear agglutinated to others more perceived to the inquired teachers.
This research work was done in order to obtain the Master of Arts degree, in the Specialisation Field of Teacher Development, organised by University of Lisbon. The dissertation is entitled Teacher thinking about teacher professionAvork/activity: problems/concerns/representations and teacher's education/professional development needs presents an investigation which intends to explore and understand teacher thinking and his education/development needs, using a career development perspective. The main objectives of the study was to detect problems, concerns, and difficulties of a group of teachers of the 2nd cycle (5th and 6th grades), and in different stages of the career and to know the perceptions/representations which they have about different aspects of teacher's activity, about education/development needs and about teacher's education/professional development. In this exploratory study, which adopted a biographical approach, it was used the semi directive interview for the data collection, which was then submitted to the content analysis. The results show that in the case of teacher's activity, this group of teachers valued more the relation aspects than the technical and cognitive aspects. Regarding to their professional trajectory , in the beginning of the career there exists a major concern with the way the classroom work is conducted, with the syllabus management, with the assessment of pupils and the awareness for education/ development needs and education/development gaps, being the adaptation process to the new reality of the educational context done by the survival-discovery way and by learning with older teachers; in the middle of the career, teacher's concerns are focused on teaching, pupils and their learning; in the top of the career, the professional trajectory is marked by a sentiment of control of the pedagogical situation, by negative attitudes towards educational changes, by a certain nostalgia of the past and by questioning and criticism towards the work of his colleagues. About the education/development trajectory, the teachers in the middle stage of the career were much more concerned with their professional development than the teachers who were at the beginning and at the end of the career. For the majority of the teachers, the offer in the field of teacher' education/development had to be more practical, regular, orientated to a concrete and immediate application to reality and focused on contents related to the new curriculum reorganization, which in this particular case, there existed a education/development gap. The study also revealed that in all stages of the career, the teachers expressed, in various ways, needs, interests and formative preferences, but they didn't always ask for education/development or established education/development priorities in areas which they referred they had more difficulties, which shows that the needs that were detected with this study, may not be totally conscientious and may appear agglutinated to others more perceived to the inquired teachers.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Formação de Professores), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências de Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Professores - Formação Necessidades de formação Desenvolvimento profissional Desenvolvimento da carreira