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Ver e viver a indisciplina na aula : um estudo exploratório, realizado com professores-estagiários, sobre os desafios e constrangimentos vivenciados nos centros de estágio
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Tendo em conta as funções desempenhadas pela formação inicial e pela prática pedagógica no
desenvolvimento da profissionalidade do futuro professor procurámos, com este estudo: i) conhecer os
currículos de formação, concretamente os currículos da Escola de Formação Inicial onde se centra o
estudo, no que se relaciona com a temática da gestão de sala de aula e indisciplina; ii) identifica situações
problemáticas vivenciadas pelos professores-estagiários; iii) identificar situações de intervenção
individual ou colectiva que constituam tomadas de decisão face a um ou mais problemas disciplinar, em
contexto.
A metodologia utilizada insere-se no paradigma qualitativo, assumindo-se num estudo de caso.
No presente estudo foram realizadas quinze entrevistas, onze a professores estagiários e quatro aos
respectivos professores cooperantes. Visámos recolher dados dos estagiários, enquanto actores do
processo educativo, e dos professores cooperantes na perspectiva de observadores das aulas leccionadas
pelos professores - estagiários.
A análise dos dados foi feita através da técnica de análise de conteúdo. Os dados analisados
permitiram concluir que o professor-estagiário não recebe formação sobre gestão de sala de aula e
indisciplina. O professor-estagiário constrói um bom clima de sala de aula, mas sente dificuldades na
gestão de sala de aula, o que não verifica na resolução de problemas disciplinares porque o professor
cooperante intervém, resolvendo-os.
Concerning the functions carried out by initial formation and by pedagogic practice in the professional development of the future teacher, with this study we look for: i) to know the formation curricula, specifically the curricula of the School of Initial Formation focused by this study, connect with the issue of the classroom management and indiscipline; ii) to identify problematic situations lived by the teacher-trainee; iii) to identify cases of individual or collective intervention that constitute a decision make facing one or more discipline problems, in is context. The used methodology is included in the qualitative paradigm, being a case. In the present study were made fifteen interviews, eleven to teacher trainees and four to the respective cooperative teachers. We sought to collect the trainee's data, as actors of the educational process, and the cooperative teacher's data as observers of classes teached by the teachers-trainees. Data analysis was made through the contents analysis technique. The analyzed data allowed to conclude that the teacher-trainee doesn't receive know-how on classroom management, nor on indiscipline. The teacher-trainee builds a good classroom climate, but feels difficulties on classroom management, not verified in the resolution of discipline problems because the cooperative teacher intervenes, solving them.
Concerning the functions carried out by initial formation and by pedagogic practice in the professional development of the future teacher, with this study we look for: i) to know the formation curricula, specifically the curricula of the School of Initial Formation focused by this study, connect with the issue of the classroom management and indiscipline; ii) to identify problematic situations lived by the teacher-trainee; iii) to identify cases of individual or collective intervention that constitute a decision make facing one or more discipline problems, in is context. The used methodology is included in the qualitative paradigm, being a case. In the present study were made fifteen interviews, eleven to teacher trainees and four to the respective cooperative teachers. We sought to collect the trainee's data, as actors of the educational process, and the cooperative teacher's data as observers of classes teached by the teachers-trainees. Data analysis was made through the contents analysis technique. The analyzed data allowed to conclude that the teacher-trainee doesn't receive know-how on classroom management, nor on indiscipline. The teacher-trainee builds a good classroom climate, but feels difficulties on classroom management, not verified in the resolution of discipline problems because the cooperative teacher intervenes, solving them.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização de Formação de Professores) apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Professores em início de carreira Professores - Formação Indisciplina escolar Gestão da sala de aula