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Representações sobre a profissão docente e das competências para a docência : estudo exploratório realizado com os alunos da formação inicial da turma de professores do ensino básico variante de educação visual e tecnológica (ano terminal) da Escola Superior de Educação de Bragança
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Orientador(es)
Resumo(s)
A presente investigação tem como tema Representações sobre a profissão docente e das
competências para a docência. Sendo a formação inicial um momento onde se estruturam
algumas das competências profissionais para o exercício da profissão, a problemática em
análise insere-se neste contexto. Com este estudo procurámos conhecer as representações
que vinte alunos/futuros professores têm sobre a profissão docente, sobre as competências
necessárias ao exercício profissional e identificar os contributos da formação inicial,
percebidos pelos sujeitos, na construção de competências profissionais. Realizámos uma
investigação qualitativa, utilizando a técnica da entrevista para a recolha dos dados. Estes
foram submetidos à análise de conteúdo e permitiram-nos concluir que os alunos/futuros professores inquiridos caracterizam a profissão docente tendo por base um saber específico
e multidimensional que sustenta a acção do professor, alicerçada na prática relacional com
os alunos, as famílias, os colegas e a comunidade em geral, exigindo do professor
qualidades múltiplas no exercício da sua acção. Salientam os contributos da formação
recebida para a construção de competências profissionais, emergindo a prática pedagógica
como um momento privilegiado. No entanto, consideram existir algumas fragilidades,
genericamente resumidas, num desfasamento entre a formação recebida e a sua realidade
profissional; na estrutura curricular do curso e na articulação entre teoria e prática.
Relevam também como competências necessárias ao exercício profissional: administrar a
própria formação; enfrentar os deveres e problemas éticos da profissão; conceber
dispositivos de diferenciação; administrar as aprendizagens; envolver os alunos no
ensino/aprendizagem; e organizar situações de aprendizagem.
This research has as a theme Representations about the teaching profession and the competences for teaching. Being the initial formation a moment when some of the professional competences are structured for the exercise of this profession, the problematical in analyses inserts itself in this context. With this study we tried to know the representations that twenty students/future teachers have about the teaching profession and about the necessary competences to the professional practice and identify the contribution of the initial formation, perceived by the subjects, in the construction of professional competences. We carried out a qualitative research, using the interview technique to collect the data. These were submitted to the analysis of content and permitted us to conclude that the students/future teachers inquired characterize the teaching profession having as a basis a specific and multidimensional knowledge that sustains the action of the teacher, consolidated in the relational experience with the students, the families, the colleagues and the community in general, requiring from the teacher multiple qualities in the exercise of his/her action. They highlight the contribution of the received formation for the construction of professional competences, emerging the pedagogical practice as a privileged moment. However, they consider the existence of some fragilities, generically summarized in a discrepancy between the formation received and their professional reality, in the curricular structure of the course and in the articulation between theory and practice. They also stand out the following competences as necessary to the professional exercise: to administer their own formation; to face the duties and the ethical problems of the profession; to conceive differentiation devices; to administer the apprenticeships; to involve the students in the teaching/learning process; and to organize learning situations.
This research has as a theme Representations about the teaching profession and the competences for teaching. Being the initial formation a moment when some of the professional competences are structured for the exercise of this profession, the problematical in analyses inserts itself in this context. With this study we tried to know the representations that twenty students/future teachers have about the teaching profession and about the necessary competences to the professional practice and identify the contribution of the initial formation, perceived by the subjects, in the construction of professional competences. We carried out a qualitative research, using the interview technique to collect the data. These were submitted to the analysis of content and permitted us to conclude that the students/future teachers inquired characterize the teaching profession having as a basis a specific and multidimensional knowledge that sustains the action of the teacher, consolidated in the relational experience with the students, the families, the colleagues and the community in general, requiring from the teacher multiple qualities in the exercise of his/her action. They highlight the contribution of the received formation for the construction of professional competences, emerging the pedagogical practice as a privileged moment. However, they consider the existence of some fragilities, generically summarized in a discrepancy between the formation received and their professional reality, in the curricular structure of the course and in the articulation between theory and practice. They also stand out the following competences as necessary to the professional exercise: to administer their own formation; to face the duties and the ethical problems of the profession; to conceive differentiation devices; to administer the apprenticeships; to involve the students in the teaching/learning process; and to organize learning situations.
Descrição
Tese de Mestrado em Ciências da Educação (Área de especialização em Formação de Professores) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Profissão docente Ensino básico Professores - Formação Educação visual Qualificações profissionais