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Docentes de línguas : desafios ao seu desenvolvimento profissional
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| Tese | 4.73 MB | Adobe PDF | ||
| Anexos | 30.97 MB | Adobe PDF |
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Resumo(s)
O presente estudo centra-se nos desafios que se colocam ao desenvolvimento profissional dos docentes de línguas. Incide na análise de necessidades de formação dos professores do departamento de línguas de escolas públicas dos Ensinos Básico e Secundário, do distrito de Castelo Branco, para trabalharem num contexto emergente, em cursos de dupla certificação (CDC), escolar e profissional, que conferem o 9º e o 12º ano de escolaridade, tentando perceber as competências que estes docentes devem ter para trabalhar com sucesso nesses cursos com especificidades próprias, de desenvolvimento de competências pessoais e técnicas para o exercício de uma profissão e para preparar os alunos para a integração plena na vida ativa e ou prosseguimento de estudos. Dá continuidade e aprofunda um estudo realizado em 2009, no mesmo distrito, procurando compreender as razões que levaram os professores de línguas a apresentarem mais e maiores dificuldades no trabalho com estes cursos de matriz vocacional e qualificante do que os restantes docentes e quais as suas reais necessidades de formação para trabalharem com este público-alvo e fundamentar um projeto formativo para o seu desenvolvimento profissional. Realizámos um estudo qualitativo inserido num paradigma interpretativo e hermenêutico, através de um dispositivo de investigação multi-metodológico, cruzando a perspetiva de diferentes sujeitos (professores e alunos) e fontes (análise documental, entrevistas semidiretivas, observações naturalistas de aulas e conselhos de turma) e realizámos a análise de conteúdo e a análise estatística descritiva do material empírico para retirar conclusões e compreender os temas que resultaram na análise das necessidades de formação e na determinação das prioridades formativas a ter em conta pelos decisores de formação. O estudo permitiu concluir que: (i) os professores de Línguas dos CDC têm interesse e necessidade prioritária de formação contínua nas dimensões da Organização do currículo e planificação, do Ensino e aprendizagem, da Relação com os alunos, da Avaliação das aprendizagens e da Participação na vida da escola e trabalho colaborativo; (ii) a modalidade de formação contínua mais pertinente e útil para desenvolver os projetos de formação destes docentes é aquela que se realiza em contexto de trabalho e favorece a metodologia de investigação-ação; (iii) a natureza e o nível das necessidades de formação tendem a estar relacionados com o percurso anterior de formação do docente e com o seu projeto de desenvolvimento profissional; (iv) o modelo de formação inicial deve ser repensado com maior equilíbrio entre teoria e prática; (v) a formação especializada pode dar um contributo importante para o desenvolvimento profissional destes docentes no âmbito da supervisão pedagógica, orientação educativa e avaliação; (vi) os docentes de Línguas dos CDC sentem mais necessidades de formação porque o seu desenvolvimento profissional foi fraco, por falta de formação para a especificidade destes cursos e reduzido apoio das estruturas educativas da escola neste âmbito e porque são demasiado exigentes para consigo próprios em relação à sua prática profissional; (vii) existe uma relação entre o nível de interesse e motivação dos docentes e o grau de dificuldades, preocupações e necessidades de formação que sentem; (viii) algumas competências necessárias ao trabalho dos docentes dos CDC são idênticas às exigidas para o trabalho com os currículos padrão dos Ensinos Básico e Secundário e outras são específicas pela sua natureza e pelo grau de especialização implicado, em função das caraterísticas do contexto de trabalho; (ix) foi estabelecido um perfil de competências desejáveis para os docentes de línguas em CDC, associado à personalidade, gosto por desafios e modo de atuar; (x) as necessidades de formação são congruentes com a necessidade de competências nas dimensões elencadas. Os resultados obtidos permitem ao Ministério da Educação, Universidades, Centros de Formação de Professores e outras entidades formadoras recolher informação pertinente para a sua política deformação. Permitem ainda aos formadores construírem planos de formação fundamentados com objetivos pertinentes de formação e prioridades formativas de acordo com as necessidades dos destinatários em diferentes áreas, domínios e modalidades.
The present study is centered on the challenges facing the professional development of language teachers. It focuses on the analysis of teachers’ educational needs from the language departments of elementary and secondary public schools in the district of Castelo Branco, to work in an emerging context, in courses of double certification, schoolar and professional, that confer the 9th and the 12th grade to the students, trying to understand the competences that these teachers must have to work successfully in these courses with their own specific characteristics, developing personal and technical skills for a job and preparing students for their full integration in the active and professional life and / or further studies. This work continues and deepens a study, carried out in 2009, in the same district in the interior of Portugal, trying to understand the reasons that led language teachers to present more and greater difficulties in working with these courses of vocational and qualifying matrix than the other teachers and which are their real educational needs to work with this target audience and to base a training project for their professional development. We developed a quality study included in an interpretative and hermeneutic paradigm, through a multi-methodological research project, crossing the perspective of different subjects (teachers and students) and sources (document analysis, semi-directive interviews, naturalistic observation of classes and class councils) and we conducted content analysis and descriptive statistical analysis of the empirical material to draw conclusions and understand the themes that resulted in educational needs and in determining training priorities to be taken into account by education and training decision makers. It was concluded that: (i) the language teachers of double certification courses have a priority interest and educational need in the dimensions of the Curriculum Organization and Planning, Teaching and Learning, Relationship with Students, Learning Assessment and Participation in School Life and Collaborative Work; (ii) the most relevant and useful form of continuous training to develop these teachers’ training projects is that one performed in the work context with research-action methodology; (iii) the nature and the level of educational needs tend to be related to the previous course of teacher training and to their professional development project; (iv) the language teachers’ initial training model should be revised and include a better balance between theory and practice; (v) the teachers’ specialized training courses can give an important contribution to these teachers professional development in the viii fields of Pedagogical Supervision, Educational Guidance and Evaluation; (vi) the language teachers of double certification courses feel more in need of educational training because their professional development was weak, as there was a lack of training for the specificity of these courses and because there was a limited support of the school educational structures in this field and also because these teachers are too demanding on themselves on their own professional practice; (vii) there is a relationship between the level of interest and motivation of teachers and the degree of difficulties, concerns and educational training needs they feel; (viii) some teachers’competences that are requested for working in courses of double certification are identical to those required for working with standard curricula of the elementary and secondary education and other ones are specific by the nature and the degree of specialization involved and by the characteristics of the work context; (ix) it was established a profile of desirable skills for language teachers to work in double certification courses, associated to the teachers’personality, the taste and the interest for challenges and the way of acting; (x) the training needs are congruent with the educational competence needs. The results enable the Ministry of Education, Universities, Teacher Training Centres and other Training Entities to colect and gather relevant information for their training policy. They also enable the coachers to build justified formative plans with relevant training objectives and formative priorities according to the target public needs in diferent areas, fields and modalities.
The present study is centered on the challenges facing the professional development of language teachers. It focuses on the analysis of teachers’ educational needs from the language departments of elementary and secondary public schools in the district of Castelo Branco, to work in an emerging context, in courses of double certification, schoolar and professional, that confer the 9th and the 12th grade to the students, trying to understand the competences that these teachers must have to work successfully in these courses with their own specific characteristics, developing personal and technical skills for a job and preparing students for their full integration in the active and professional life and / or further studies. This work continues and deepens a study, carried out in 2009, in the same district in the interior of Portugal, trying to understand the reasons that led language teachers to present more and greater difficulties in working with these courses of vocational and qualifying matrix than the other teachers and which are their real educational needs to work with this target audience and to base a training project for their professional development. We developed a quality study included in an interpretative and hermeneutic paradigm, through a multi-methodological research project, crossing the perspective of different subjects (teachers and students) and sources (document analysis, semi-directive interviews, naturalistic observation of classes and class councils) and we conducted content analysis and descriptive statistical analysis of the empirical material to draw conclusions and understand the themes that resulted in educational needs and in determining training priorities to be taken into account by education and training decision makers. It was concluded that: (i) the language teachers of double certification courses have a priority interest and educational need in the dimensions of the Curriculum Organization and Planning, Teaching and Learning, Relationship with Students, Learning Assessment and Participation in School Life and Collaborative Work; (ii) the most relevant and useful form of continuous training to develop these teachers’ training projects is that one performed in the work context with research-action methodology; (iii) the nature and the level of educational needs tend to be related to the previous course of teacher training and to their professional development project; (iv) the language teachers’ initial training model should be revised and include a better balance between theory and practice; (v) the teachers’ specialized training courses can give an important contribution to these teachers professional development in the viii fields of Pedagogical Supervision, Educational Guidance and Evaluation; (vi) the language teachers of double certification courses feel more in need of educational training because their professional development was weak, as there was a lack of training for the specificity of these courses and because there was a limited support of the school educational structures in this field and also because these teachers are too demanding on themselves on their own professional practice; (vii) there is a relationship between the level of interest and motivation of teachers and the degree of difficulties, concerns and educational training needs they feel; (viii) some teachers’competences that are requested for working in courses of double certification are identical to those required for working with standard curricula of the elementary and secondary education and other ones are specific by the nature and the degree of specialization involved and by the characteristics of the work context; (ix) it was established a profile of desirable skills for language teachers to work in double certification courses, associated to the teachers’personality, the taste and the interest for challenges and the way of acting; (x) the training needs are congruent with the educational competence needs. The results enable the Ministry of Education, Universities, Teacher Training Centres and other Training Entities to colect and gather relevant information for their training policy. They also enable the coachers to build justified formative plans with relevant training objectives and formative priorities according to the target public needs in diferent areas, fields and modalities.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Professores - Formação Professores de línguas Desenvolvimento profissional Necessidades de formação Teses de doutoramento - 2018