PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Exitus |
Texto Completo: | https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1751 |
Resumo: | The text aims to discuss stricto sensu postgraduation as space for professional development for teacher, investigating admission and permanence difficulties, and motivations for pursuing an academic master’s degree. Theoretical framework comes from teacher education authors, such as Gatti et al. (2019), Fiorentini and Crecci (2013), among others. Study methodology, of an exploratory nature, follows a mixed approach, using qualitative and quantitative data collected through the digital questionnaire. Research participants are students of an Academic Master's course of a Graduate Program linked to a public institution, located in the Pará northeast. Research results point out as the main motivation for studies return, the search for a teaching career in higher education, corroborating the master's degree as an inducing space for professional development for teachers. Among admission difficulties, lack of time to prepare for the selection process was highlighted, and among permanence difficulties, the financial restrictions. Results also indicate a greater number of permanence difficulties for female students, evidencing differences in the conditions between men and women to attend postgraduate studies. |
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PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree DESARROLLO PROFESIONAL DOCENTE Y POSGRADO: motivaciones y Dificultades para Cursar Maestría Académica DESENVOLVIMENTO PROFISSIONAL DOCENTE E PÓS-GRADUAÇÃO: motivações e dificuldades para cursar um mestrado acadêmico Desarrollo profesional docente. Posgrado. Maestría.Professional development for teacher. Postgraduate studies. Master's degree.Desenvolvimento profissional docente. Pós-graduação. Mestrado.The text aims to discuss stricto sensu postgraduation as space for professional development for teacher, investigating admission and permanence difficulties, and motivations for pursuing an academic master’s degree. Theoretical framework comes from teacher education authors, such as Gatti et al. (2019), Fiorentini and Crecci (2013), among others. Study methodology, of an exploratory nature, follows a mixed approach, using qualitative and quantitative data collected through the digital questionnaire. Research participants are students of an Academic Master's course of a Graduate Program linked to a public institution, located in the Pará northeast. Research results point out as the main motivation for studies return, the search for a teaching career in higher education, corroborating the master's degree as an inducing space for professional development for teachers. Among admission difficulties, lack of time to prepare for the selection process was highlighted, and among permanence difficulties, the financial restrictions. Results also indicate a greater number of permanence difficulties for female students, evidencing differences in the conditions between men and women to attend postgraduate studies.El texto tiene como objetivo discutir el posgrado stricto sensu como un espacio de desarrollo profesional docente, investigando las dificultades de admisión y permanencia, además de las motivaciones para cursar una maestría académica. El marco teórico proviene de autores de la formación del profesorado, como Gatti et al. (2019), Fiorentini y Crecci (2013), entre otros. La metodología del estudio, de carácter exploratorio, sigue un enfoque mixto, utilizando datos cualitativos y cuantitativos recopilados a través de un cuestionario digital. Los participantes de la investigación son estudiantes de una Maestría Académica de un Programa de Posgrado vinculado a una institución pública, ubicada en el noreste de Pará, Brasil. Los resultados de la investigación señalan como principal motivación para la reincorporación a los estudios, la búsqueda por la carrera docente en la educación de nivel superior, corroborando la maestría como un espacio inductor para el desarrollo profesional docente. Entre las dificultades de admisión se destacó la falta de tiempo para prepararse para las selectividades, y entre las dificultades de permanencia hay las restricciones económicas. Los resultados también indican un mayor número de dificultades de permanencia para las estudiantes mujeres, enfocando diferencias en las condiciones entre hombres y mujeres para cursar estudios de posgrado.O texto possui como objetivo discutir a pós-graduação stricto sensu como espaço de desenvolvimento profissional docente, investigando as dificuldades para ingresso e para permanência, além das motivações de cursar um mestrado acadêmico. O referencial teórico parte de autores da formação docente, como Gatti et al. (2019), Fiorentini e Crecci (2013), entre outros. A metodologia do estudo, de caráter exploratório, segue uma abordagem mista, utilizando dados qualitativos e quantitativos, coletados por meio de questionário digital. Os participantes da pesquisa são discentes de um curso de mestrado acadêmico de uma instituição pública, localizada no Nordeste Paraense. Os resultados da pesquisa apontam como principal motivação para o retorno aos estudos a busca pela carreira docente no ensino superior, corroborando o mestrado como espaço indutor de desenvolvimento profissional docente. Entre as dificuldades de ingresso, destacou-se a falta de tempo para se preparar para o processo seletivo. Quanto às dificuldades de permanência, as restrições financeiras foram as que se destacaram. Os resultados indicam ainda maior dificuldade de permanência por parte das alunas, evidenciando diferenças nas condições entre homens e mulheres para cursar a pós-graduação.Universidade Federal do Oeste do Pará/UFOPA2022-02-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/175110.24065/2237-9460.2022v12n1ID1751Revista Exitus; v. 12 (2022); e0220202237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1751/1086Copyright (c) 2022 Geiziane Lima, Débora Alfaiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerreira de Lima, GeizianeAlfaia da Cunha, Débora 2022-02-15T17:37:44Zoai:ojs.pkp.sfu.ca:article/1751Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-01-24T12:48:29.805425Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false |
dc.title.none.fl_str_mv |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree DESARROLLO PROFESIONAL DOCENTE Y POSGRADO: motivaciones y Dificultades para Cursar Maestría Académica DESENVOLVIMENTO PROFISSIONAL DOCENTE E PÓS-GRADUAÇÃO: motivações e dificuldades para cursar um mestrado acadêmico |
title |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
spellingShingle |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree Ferreira de Lima, Geiziane Desarrollo profesional docente. Posgrado. Maestría. Professional development for teacher. Postgraduate studies. Master's degree. Desenvolvimento profissional docente. Pós-graduação. Mestrado. |
title_short |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
title_full |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
title_fullStr |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
title_full_unstemmed |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
title_sort |
PROFESSIONAL DEVELOPMENT FOR TEACHER AND POSTGRADUATE: motivations and difficulties to attend an academic master's degree |
author |
Ferreira de Lima, Geiziane |
author_facet |
Ferreira de Lima, Geiziane Alfaia da Cunha, Débora |
author_role |
author |
author2 |
Alfaia da Cunha, Débora |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ferreira de Lima, Geiziane Alfaia da Cunha, Débora |
dc.subject.por.fl_str_mv |
Desarrollo profesional docente. Posgrado. Maestría. Professional development for teacher. Postgraduate studies. Master's degree. Desenvolvimento profissional docente. Pós-graduação. Mestrado. |
topic |
Desarrollo profesional docente. Posgrado. Maestría. Professional development for teacher. Postgraduate studies. Master's degree. Desenvolvimento profissional docente. Pós-graduação. Mestrado. |
description |
The text aims to discuss stricto sensu postgraduation as space for professional development for teacher, investigating admission and permanence difficulties, and motivations for pursuing an academic master’s degree. Theoretical framework comes from teacher education authors, such as Gatti et al. (2019), Fiorentini and Crecci (2013), among others. Study methodology, of an exploratory nature, follows a mixed approach, using qualitative and quantitative data collected through the digital questionnaire. Research participants are students of an Academic Master's course of a Graduate Program linked to a public institution, located in the Pará northeast. Research results point out as the main motivation for studies return, the search for a teaching career in higher education, corroborating the master's degree as an inducing space for professional development for teachers. Among admission difficulties, lack of time to prepare for the selection process was highlighted, and among permanence difficulties, the financial restrictions. Results also indicate a greater number of permanence difficulties for female students, evidencing differences in the conditions between men and women to attend postgraduate studies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1751 10.24065/2237-9460.2022v12n1ID1751 |
url |
https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1751 |
identifier_str_mv |
10.24065/2237-9460.2022v12n1ID1751 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1751/1086 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Geiziane Lima, Débora Alfaia https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Geiziane Lima, Débora Alfaia https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Oeste do Pará/UFOPA |
publisher.none.fl_str_mv |
Universidade Federal do Oeste do Pará/UFOPA |
dc.source.none.fl_str_mv |
Revista Exitus; v. 12 (2022); e022020 2237-9460 reponame:Revista Exitus instname:Universidade Federal do Oeste do Pará (UFOPA) instacron:UFOPA |
instname_str |
Universidade Federal do Oeste do Pará (UFOPA) |
instacron_str |
UFOPA |
institution |
UFOPA |
reponame_str |
Revista Exitus |
collection |
Revista Exitus |
repository.name.fl_str_mv |
Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA) |
repository.mail.fl_str_mv |
||revistaicedufopa@gmail.com |
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1799711039644762112 |