A carregar...
Publicação
Formação contínua e desenvolvimento profissional dos professores : implicações no sucesso dos alunos de Ciências de Natureza
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.6 MB | Adobe PDF |
Orientador(es)
Resumo(s)
A formação contínua de professores tem sido objecto dum nível significativo de estudos de
cariz essencialmente teorizador. Pelo contrário, a investigação sobre as práticas reais de
formação contínua de professores, tem sido muito pouco estudada. Deste modo, toma-se
urgente recolhermos dados e reflectirmos sobre os resultados oriundos de investigações que
permitam, posteriormente fazer opções e tomar decisões sobre a organização e estratégias da
formação contínua. Neste contexto, o presente trabalho centra-se no estudo da importância da
formação contínua na mudança das práticas dos docentes, no consequente desenvolvimento
profissional e nas implicações para o sucesso dos alunos de Ciências da Natureza. Os
objectivos do presente estudo são, reflectindo a preocupação inicial que esteve na génese
desta investigação, os seguintes: relacionar o impacto das acções de formação no
desenvolvimento pessoal e profissional dos professores; identificar a eficácia da formação
contínua para a mudança das práticas pedagógicas e o efeito dessa mudança sobre a
aprendizagem e sucesso dos alunos. As questões gerais da pesquisa foram as seguintes:
quais os contributos da formação contínua para o desenvolvimento pessoal e profissional dos
professores? e que impacte tiveram as mudanças de prática dos professores no sucesso dos
alunos em Ciências da Natureza? A partir destas questões formularam-se as sub-questões:
que mudanças puderam ser observadas nos professores face às atitudes e ao conhecimento
teórico; que capacidades de reflexão foram desenvolvidas e se estas foram utilizadas; que tipo
de colegialidade existiu entre os professores; quais as práticas pedagógicas mais usadas; que
atitudes demonstraram os alunos perante as novas estratégias de aprendizagem; que
diferentes fontes do saber foram mobilizadas pelos alunos e como reagiram estes face às
novas estratégias de aprendizagem? A investigação baseou-se em estudo de caso, com base
em análise documental, inquérito por questionário e por entrevistas efectuadas a quatro
docentes de Ciências da Natureza que participaram na acção de formação contínua "A
Educação Sexual em Meio Escolar", promovida e leccionada pela Associação para o
Planeamento da Família (APF). Esta acção de formação visava a reflexão dos docentes sobre
as práticas pedagógicas utilizadas no conteúdo programático "Reprodução Humana e
Crescimento" da disciplina de Ciências da Natureza. Os resultados indiciam que os docentes
consideram que a formação contínua teve, um papel importante na mudança das suas práticas
pedagógicas e no seu desenvolvimento pessoal e profissional. Por ultimo, os alunos parecem
obter melhores resultados com a utilização de novas estratégias pedagógicas implementadas
pelos professores após a frequência da acção de formação, baseadas numa aprendizagem
mais interactiva e mais autónoma.
Teachers' continuous training has been subject of a significant set of studies, mainly theoretical. On the other hand, research on the real continuous training practices hasn't been studied very often. Thus, it's urgent that we gather data and reflect on the results from research that allow us, later on, to take options and decide on the organization and strategies selected on continuous training. In this setting, the current work focuses on studying the importance of continuous training in changing the teaching methods, on the consequent professional development and in the implications on the success students achieve in Natural Sciences subject. The aims of the current study reflect the initial concern that was on the basis of this research and are as such: relate the impact of seminars on personal and professional development; identify the effectiveness of continuous training in changing the teaching methods and the effect of such change in the way students leam and achieve success. The main questions of this research were: what is the contribution of continuous training for teachers' personal and professional development? What impact did the changes in teaching methods have on the success students achieved in Natural Sciences subject? From these questions, sub-questions were made: what changes could be observed in teachers concerning attitude and theoretical knowledge; what reflection skills were developed and were they used; what kind of collegiality was there among teachers; what were the teaching methods they used the most; what attitudes did students show towards the new pedagogic strategies; what different knowledge sources were used by students and how did they react when exposed to the new teaching strategies. This research was based in a case study, in document analysis, in administration of questionnaires and interviews made to Natural Sciences teachers that attended the seminar under the topic "Sexual Education in Schools" promoted and lead by the Association for Family Planning (AFP). This seminar intended to make teachers reflect on the teaching methods they used to teach the topic "Human Reproduction and Growth" in Natural Sciences subject. The results show that teachers think that continuous training had an important role In changing their teaching methods and in their personal and professional development. Lastly, students seem to get better results with the use of the new teaching strategies the teachers implemented after attending the seminar, based in a more interactive teaming process that enables students' autonomy.
Teachers' continuous training has been subject of a significant set of studies, mainly theoretical. On the other hand, research on the real continuous training practices hasn't been studied very often. Thus, it's urgent that we gather data and reflect on the results from research that allow us, later on, to take options and decide on the organization and strategies selected on continuous training. In this setting, the current work focuses on studying the importance of continuous training in changing the teaching methods, on the consequent professional development and in the implications on the success students achieve in Natural Sciences subject. The aims of the current study reflect the initial concern that was on the basis of this research and are as such: relate the impact of seminars on personal and professional development; identify the effectiveness of continuous training in changing the teaching methods and the effect of such change in the way students leam and achieve success. The main questions of this research were: what is the contribution of continuous training for teachers' personal and professional development? What impact did the changes in teaching methods have on the success students achieved in Natural Sciences subject? From these questions, sub-questions were made: what changes could be observed in teachers concerning attitude and theoretical knowledge; what reflection skills were developed and were they used; what kind of collegiality was there among teachers; what were the teaching methods they used the most; what attitudes did students show towards the new pedagogic strategies; what different knowledge sources were used by students and how did they react when exposed to the new teaching strategies. This research was based in a case study, in document analysis, in administration of questionnaires and interviews made to Natural Sciences teachers that attended the seminar under the topic "Sexual Education in Schools" promoted and lead by the Association for Family Planning (AFP). This seminar intended to make teachers reflect on the teaching methods they used to teach the topic "Human Reproduction and Growth" in Natural Sciences subject. The results show that teachers think that continuous training had an important role In changing their teaching methods and in their personal and professional development. Lastly, students seem to get better results with the use of the new teaching strategies the teachers implemented after attending the seminar, based in a more interactive teaming process that enables students' autonomy.
Descrição
Tese de mestrado em Educação (Didáctica das Ciências), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Formação contínua Desenvolvimento profissional Docentes Sucesso escolar Ciências da natureza Estudo de caso Teses de mestrado - 2007