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Concepções sobre a intervenção educativa : professores do 1º ciclo : estudo exploratório
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Resumo(s)
A presente investigação constitui um estudo exploratório e descritivo, inscrito na área
de Ciências da Educação, no domínio da Formação de Professores. Com este estudo
procurámos conhecer concepções que os professores do primeiro ciclo têm sobre a sua
intervenção educativa, nomeadamente quanto às finalidades que consideram mais
importantes, no desenvolvimento do seu trabalho, bem como quanto às funções em que
investem mais, para a respectiva concretização, e ainda quanto aos saberes profissionais
que consideram mais importantes, no desenvolvimento da sua actividade. Realizámos uma
investigação de natureza quantitativa, utilizando um questionário de respostas fechadas
como técnica de recolha de dados. Este questionário, construído com base na legislação
que regulamenta a carreira do professor do primeiro ciclo, foi distribuído a todas as escolas
do primeiro ciclo pertencentes a dois agrupamentos de escolas situadas na região de
Lisboa. Os resultados foram tratados estatisticamente, tendo-se verificado que os
respondentes, 52 no total, consideram que as finalidades orientadas para o trabalho directo
com o aluno são mais importantes, o que é reforçado pela opinião que manifestam sobre as
funções mais relevantes. Estas são as que se centram também no trabalho com os alunos,
remetendo para segundo plano as que se referem ao trabalho com os colegas, com a
formação e com a gestão da escola. Relativamente aos saberes profissionais, os
respondentes parecem salientar aqueles que se articulam directamente com o processo de
ensino e de aprendizagem, bem como com as dificuldades de aprendizagem e com as NEE.
The present investigation constitutes an exploring and descriptive study in the Education Sciences area, on the Professors Formation’s domain. With this study, we tried to get to know the conceptions that primary school teachers have on their educational intervention, especially about what they considerer to be more important in the purposes of this intervention. We also tried to find out on which tasks these teachers invest more in order to make their work more viable, and which professional knowledge they consider more important in the development of their activity. We carried through a quantitative analysis using a questionnaire of closed answers. This questionnaire based on the legislation that regulates the career of the primary school teacher has been handed out to all schools, which belong to two groupings of schools situated in the Lisbon region. The results have been analysed statistically and we verified that 52 respondents consider that the Purposes guided for the direct work with the students are more important by far; this idea is strengthened by their opinion the teacher’s more relevant tasks, which are the ones that are centred in the work with the students. The respondents also consider that the least important tasks are those related to the work with the piers, with their own formation and with the management of the school. As far as the professional knowledge is concerned, the respondents seem to point out the ones, which articulate directly with the process of education and learning as well as with the learning difficulties and the NEE. (Special Educational N eeds)
The present investigation constitutes an exploring and descriptive study in the Education Sciences area, on the Professors Formation’s domain. With this study, we tried to get to know the conceptions that primary school teachers have on their educational intervention, especially about what they considerer to be more important in the purposes of this intervention. We also tried to find out on which tasks these teachers invest more in order to make their work more viable, and which professional knowledge they consider more important in the development of their activity. We carried through a quantitative analysis using a questionnaire of closed answers. This questionnaire based on the legislation that regulates the career of the primary school teacher has been handed out to all schools, which belong to two groupings of schools situated in the Lisbon region. The results have been analysed statistically and we verified that 52 respondents consider that the Purposes guided for the direct work with the students are more important by far; this idea is strengthened by their opinion the teacher’s more relevant tasks, which are the ones that are centred in the work with the students. The respondents also consider that the least important tasks are those related to the work with the piers, with their own formation and with the management of the school. As far as the professional knowledge is concerned, the respondents seem to point out the ones, which articulate directly with the process of education and learning as well as with the learning difficulties and the NEE. (Special Educational N eeds)
Descrição
Tese de mestrado, Ciências da Educação (Formação de Professores), Universidade de Lisboa, Faculdade de Psicologia e de Ciências da Educação, 2009
Palavras-chave
Teses de mestrado - 2009 Professores - Formação Intervenção educativa Saberes profissionais