A carregar...
Publicação
Desenvolvimento de competências dos docentes do ensino superior marítimo em Portugal e Espanha
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Tese | 10.24 MB | Adobe PDF | ||
| Anexo1 | 89.13 KB | Adobe PDF | ||
| Anexo2 | 243.23 KB | Adobe PDF | ||
| Anexo3 | 164.63 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Esta dissertação descreve e interpreta os processos de desenvolvimento de competências dos docentes que atuam no contexto da Escola Superior Náutica Infante D. Henrique e em instituições superiores espanholas de formação marítima, bem como as estratégias de formação formal e informal, subjacentes a esse desenvolvimento. Explicita as necessidades de formação desses docentes, com a finalidade de contribuir para uma futura oferta de programas de formação adequados. No enquadramento teórico, conceptual e normativo do estudo faz-se uma abordagem às mudanças pedagógicas, às competências docentes, a questões da profissionalidade, profissionalismo e formação docente e por fim ao espaço europeu de ensino superior, no caso específico do ensino superior marítimo. Para a realização deste estudo foram feitas abordagens qualitativas e quantitativas, privilegiaram-se como técnicas de recolha de dados a entrevista e o questionário O estudo permite perceber que os professores consideram mais importantes as competências para "Comunicar eficientemente com os alunos" e "Saber motivar os alunos". No que se refere às metodologias que podem ser usadas constatou-se que, recorrem com mais frequência à transmissão de conhecimentos (Exposição), logo seguida pelo ensino baseado na resolução de problemas. Relativamente ao grau de interesse em desenvolver a sua formação em relação a diversas temáticas, verificou-se que, de uma forma global, atribuem maior interesse à aquisição de estratégias para motivar os alunos, à avaliação de competências dos alunos e à comunicação na sala de aula. No que concerne às estratégias de formação, verificou-se que preferem as ações orientadas para a resolução de problemas. Os resultados do estudo permitiram-nos uma visão integradora das competências dos docentes que pode contribuir para uma proposta de formação adequada ao desenvolvimento profissional dos docentes das escolas superiores marítimas em Portugal e Espanha.
This dissertation describes and interprets the processes of competence development of teachers who work in the context of the maritime college "Escola Náutica Infante D. Henrique" and other Spanish higher education institutions of maritime training and the strategies of formal and informal training, underIying this deveIopment. It explains the training needs of these teachers, in order to contribute to a future development and offer of appropriate training programs. Within the theoretical, conceptual and normative framework of the study this is .an approach to pedagogical changes to teaching skills, to professionalism issues , professionalism and teacher training and finally to the European higher education area, namely the specific case of maritime higher education. For this study, qualitative and quantitative approaches were made, favouring the interview and questionnaire as well as the techniques of data collection The study allows us to understand that teachers consider the most important skilIs "Communicating effectively with students" and "student motivation". In regard to the methodologies that can be used (in cIass) it was found that, they tend to the transmission of knowledge (exposure), foIlowed by school-based problem solving. Regarding the degree of interest in developing their training in relation to other issues, it was found that, in general, they show more interest in the acquisition of strategies for student motivation, assessment of student's skills as welI as communication in the cIassroom. Regarding the training strategies, it was found that prefer actions oriented towards problem solving. The resuIts of the study allowed us an integrated view teacher's skilI that may contribute to a proposed training appropriate for professional development of teachers of higher education maritime institutions in Portugal and Spain.
This dissertation describes and interprets the processes of competence development of teachers who work in the context of the maritime college "Escola Náutica Infante D. Henrique" and other Spanish higher education institutions of maritime training and the strategies of formal and informal training, underIying this deveIopment. It explains the training needs of these teachers, in order to contribute to a future development and offer of appropriate training programs. Within the theoretical, conceptual and normative framework of the study this is .an approach to pedagogical changes to teaching skills, to professionalism issues , professionalism and teacher training and finally to the European higher education area, namely the specific case of maritime higher education. For this study, qualitative and quantitative approaches were made, favouring the interview and questionnaire as well as the techniques of data collection The study allows us to understand that teachers consider the most important skilIs "Communicating effectively with students" and "student motivation". In regard to the methodologies that can be used (in cIass) it was found that, they tend to the transmission of knowledge (exposure), foIlowed by school-based problem solving. Regarding the degree of interest in developing their training in relation to other issues, it was found that, in general, they show more interest in the acquisition of strategies for student motivation, assessment of student's skills as welI as communication in the cIassroom. Regarding the training strategies, it was found that prefer actions oriented towards problem solving. The resuIts of the study allowed us an integrated view teacher's skilI that may contribute to a proposed training appropriate for professional development of teachers of higher education maritime institutions in Portugal and Spain.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2015
Palavras-chave
Teses de doutoramento - 2015