A carregar...
Publicação
Concluí, e agora? : os primeiros anos da carreira profissional na ótica dos professores de educação física : a formação inicial em foco
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.27 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este estudo teve como objeto a formação inicial e os problemas encarados pelos
professores iniciantes de Educação Física. O objetivo geral foi: problematizar a
natureza dos problemas vivenciados por professores principiantes de Educação Física
nos primeiros anos de atuação profissional no que concerne aos aspectos formativos e
relacionais. Optamos por uma metodologia de caráter descritivo e exploratório, pois
tinhamos como intuito descrever como decorria o processo na fase de ingresso à
carreira docente, tendo como principal foco os contributos e a qualidade da formação
inicial face aos problemas vivenciados pelo professor principiante e familiarizarmos
com o fenômeno em investigação. A recolha de dados foi realizada junto à 82 sujeitos
formados em uma Universidade Pública brasileira, através do inquérito por
questionário, composto por cinco dimensões: formação inicial; relação com os alunos;
relação com os colegas de trabalho; relação com a escola; e relação do professor com
a profissão docente. Analisamos os dados com suporte do software estatístico SPSS
18.0, através das percentagens e da correlação de Spearman, que nos permitiu
averiguar os problemas que se deparam os iniciantes nos seus quatro primeiros anos
de atuação profissional. Os resultados obtidos levaram-nos a conhecer oito dos
maiores problemas que estes professores iniciantes enfrentam: a dimensão formação
inicial - com questões relacionadas a relação teoria-prática e a supervisão do professor
de estágio; a dimensão relação com os alunos - com questões ligadas diretamente a
intervenção didático-pedagógica do professor, seguido da dimensão relação da pessoa
do professor com a profissão docente onde a insatisfação salarial e a dificuldade de
encontrar emprego, são fontes de mal-estar na profissão. Por fim, deparamo-nos com
aspectos relacionados as relações interpessoais no ambiente escolar: a dificuldade de
adaptação dos principiantes ao grupo dos professores mais experientes por serem
adeptos a rotinas e o baixo status da disciplina dentro da escola. O conhecimento
destas dificuldades nos possibilitou dar um contributo, ainda que modesto, para a
reconceptualização dos programas de formação inicial de professores que estão em
vigor nas instituições de ensino superior brasileiras, principalmente aquela que
estudamos, e em outros contextos internacionais.
This study was focused on the training and the problems faced by beginning teachers of Physical Education. The overall objective was: to discuss the nature of the problems experienced by beginning teachers of Physical Education in the early years of professional performance in regard to training and relational aspects. We opted for a methodology of descriptive and exploratory. We had the intention to describe the process as appeared from the stage of entering the teaching profession, with the primary focus for contributions and the quality of initial training and the problems experienced by the novice teacher and become familiar with the phenomenon under investigation. Data collection was conducted with 82 subjects trained in a Brazilian Public University, through the questionnaire, consisting of five dimensions: initial training, relationship with students; relationship with coworkers, relationship with the school and the relationship teacher with the teaching profession. We analyzed the data supported by SPSS 18.0, using the percentages and the Spearman rank correlation, which allowed us to ascertain the problems faced by the beginners in their first four years of professional performance. The results led us to meet eight of the biggest problems facing these beginning teachers: a initial training dimension - issues related to the theory-practice and supervision of the teacher internship, the relationship with students - with issues directly didactic-pedagogic intervention of the teacher, followed the size of the individual teacher's relationship with the teaching profession where the salary dissatisfaction and difficulty of finding employment, are sources of malaise in the profession. Knowledge of these difficulties has enabled us to make a contribution for the reconceptualization of training programs for teachers that are in place in institutions of higher education in Brazil, especially in those that we have studied, and in other international contexts.
This study was focused on the training and the problems faced by beginning teachers of Physical Education. The overall objective was: to discuss the nature of the problems experienced by beginning teachers of Physical Education in the early years of professional performance in regard to training and relational aspects. We opted for a methodology of descriptive and exploratory. We had the intention to describe the process as appeared from the stage of entering the teaching profession, with the primary focus for contributions and the quality of initial training and the problems experienced by the novice teacher and become familiar with the phenomenon under investigation. Data collection was conducted with 82 subjects trained in a Brazilian Public University, through the questionnaire, consisting of five dimensions: initial training, relationship with students; relationship with coworkers, relationship with the school and the relationship teacher with the teaching profession. We analyzed the data supported by SPSS 18.0, using the percentages and the Spearman rank correlation, which allowed us to ascertain the problems faced by the beginners in their first four years of professional performance. The results led us to meet eight of the biggest problems facing these beginning teachers: a initial training dimension - issues related to the theory-practice and supervision of the teacher internship, the relationship with students - with issues directly didactic-pedagogic intervention of the teacher, followed the size of the individual teacher's relationship with the teaching profession where the salary dissatisfaction and difficulty of finding employment, are sources of malaise in the profession. Knowledge of these difficulties has enabled us to make a contribution for the reconceptualization of training programs for teachers that are in place in institutions of higher education in Brazil, especially in those that we have studied, and in other international contexts.
Descrição
Tese de mestrado, Ciências da Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2011
Palavras-chave
Formação inicial de professores Educação física Teses de mestrado - 2011