EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO

Detalhes bibliográficos
Autor(a) principal: Santos, Erinéia da Silva
Data de Publicação: 2021
Outros Autores: Oliveira , Cristiane Ayala de, Pereira, Cláudio Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1167
Resumo: This paper aims to investigate how motivations that contributed to the entry and permanence of students in doubles and especific degree courses in potentials and weaknesses in the initial and formative formation of the reflective formation of the teacher. The methology had a qualitative and quantitative approach in order to answer the questions proposed int this word, with the application in this word, with the application of a semi-open questionnaire and the use of the Likert scale. For data analysis, Excel programs were used and SPSS (Statistical Package for Social Sciences). The results showed that, regardless of the degree they entered, the permanence of students in the course depends on social and economic factors, such as the place where they reside and the difficulties of work-study reconciliation, in addition to institutional factors, such as pedagogical support and the offer of complementary activities, and the decisive role of the example of the students. teachers of the course to consolidate the choice of the teaching career by the undergraduate students.
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spelling EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANOEVALUACIÓN DE LOS FACTORES MOTIVADORES DE INGRESO Y PERMANENCIA EN LOS CURSOS DE PROFESSORADO EM LA UNIVERSIDADE FEDERAL DEL AMAZONAS E INSTITUTO FEDERAL DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA DEL SERTÃO PERNAMBUCANOAVALIAÇÃO DOS FATORES MOTIVADORES PARA INGRESSO E PERMANÊNCIA NOS CURSOS DE LICENCIATURAS NA UNIVERSIDADE FEDERAL DO AMAZONAS E INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DO SERTÃO PERNAMBUCANOTeacher trainingMotivating factorsDoubles degreesSpecific degreesFormación de docentesFactores motivadoresProfesorado DobleProfesorado específicoFormação de professoresFatores motivadoresLicenciaturas duplasLicenciaturas específicasThis paper aims to investigate how motivations that contributed to the entry and permanence of students in doubles and especific degree courses in potentials and weaknesses in the initial and formative formation of the reflective formation of the teacher. The methology had a qualitative and quantitative approach in order to answer the questions proposed int this word, with the application in this word, with the application of a semi-open questionnaire and the use of the Likert scale. For data analysis, Excel programs were used and SPSS (Statistical Package for Social Sciences). The results showed that, regardless of the degree they entered, the permanence of students in the course depends on social and economic factors, such as the place where they reside and the difficulties of work-study reconciliation, in addition to institutional factors, such as pedagogical support and the offer of complementary activities, and the decisive role of the example of the students. teachers of the course to consolidate the choice of the teaching career by the undergraduate students.Este trabajo tiene como objetivo investigar las motivaciones que contribuyeron al ingreso y permanencia de los estudiantes en profesorados dobles y específicos, en la perspectiva de señalar potenciales y debilidades en la formación inicial y formativa del docente. La metodología tuvo un enfoque cualitativo y cuantitativo para dar respuesta a las preguntas propuestas en este trabajo, con la aplicación de un cuestionario semiabierto y el uso de la escala Likert. Para el análisis de los datos se utilizaron los programas Excel y SPSS (Statistical Package for Social Sciences). Los resultados mostraron que, independientemente de la titulación en que ingresaron, la permanencia de los estudiantes en el curso depende de factores sociales y económicos, como el lugar donde residen y las dificultades de conciliación trabajo-estudio, sumados a factores institucionales, como apoyo pedagógico y la oferta de actividades complementarias, y el papel decisivo del ejemplo de los docentes del curso para consolidar la elección de la carrera docente por parte de los estudiantes de profesorado.Este trabalho objetiva investigar as motivações que contribuíram para o ingresso e a permanência dos alunos em cursos de licenciaturas duplas e específicas, na perspectiva de indicar potencialidades e fragilidades na formação inicial e formativa do professor. A metodologia adotou abordagens qualitativa e quantitativa com o intuito de responder as indagações propostas neste trabalho, com aplicação de um questionário semiaberto e uso da escala de Likert. Para análise dos dados foram utilizados os programas Excel e SPSS (Statistical Package for Social Sciences). Os resultados mostraram que, independentemente da licenciatura em que ingressaram, a permanência dos alunos no curso depende de fatores sociais e econômicos, como o local em que estes residem e as dificuldades de conciliação trabalho-estudo, além de fatores institucionais, como apoio pedagógico e oferta de atividades complementares, e o papel decisivo do exemplo dos professores do curso para consolidar a escolha pela carreira docente por parte dos licenciandos.Revista Prática Docente2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHumanasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/116710.23926/RPD.2021.v6.n2.e054.id1167Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e054Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e054Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e0542526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1167/552Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Erinéia da SilvaOliveira , Cristiane Ayala de Pereira, Cláudio Alves 2022-06-03T13:02:33Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1167Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:02:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
EVALUACIÓN DE LOS FACTORES MOTIVADORES DE INGRESO Y PERMANENCIA EN LOS CURSOS DE PROFESSORADO EM LA UNIVERSIDADE FEDERAL DEL AMAZONAS E INSTITUTO FEDERAL DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA DEL SERTÃO PERNAMBUCANO
AVALIAÇÃO DOS FATORES MOTIVADORES PARA INGRESSO E PERMANÊNCIA NOS CURSOS DE LICENCIATURAS NA UNIVERSIDADE FEDERAL DO AMAZONAS E INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DO SERTÃO PERNAMBUCANO
title EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
spellingShingle EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
Santos, Erinéia da Silva
Teacher training
Motivating factors
Doubles degrees
Specific degrees
Formación de docentes
Factores motivadores
Profesorado Doble
Profesorado específico
Formação de professores
Fatores motivadores
Licenciaturas duplas
Licenciaturas específicas
title_short EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
title_full EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
title_fullStr EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
title_full_unstemmed EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
title_sort EVALUATION OF THE MOTIVATING FACTORS FOR ENTRY AND DEGREE COURSE FEDERAL UNIVERSITY OF AMAZONAS AND FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE SERTÃO PERNANBUCANO
author Santos, Erinéia da Silva
author_facet Santos, Erinéia da Silva
Oliveira , Cristiane Ayala de
Pereira, Cláudio Alves
author_role author
author2 Oliveira , Cristiane Ayala de
Pereira, Cláudio Alves
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Erinéia da Silva
Oliveira , Cristiane Ayala de
Pereira, Cláudio Alves
dc.subject.por.fl_str_mv Teacher training
Motivating factors
Doubles degrees
Specific degrees
Formación de docentes
Factores motivadores
Profesorado Doble
Profesorado específico
Formação de professores
Fatores motivadores
Licenciaturas duplas
Licenciaturas específicas
topic Teacher training
Motivating factors
Doubles degrees
Specific degrees
Formación de docentes
Factores motivadores
Profesorado Doble
Profesorado específico
Formação de professores
Fatores motivadores
Licenciaturas duplas
Licenciaturas específicas
description This paper aims to investigate how motivations that contributed to the entry and permanence of students in doubles and especific degree courses in potentials and weaknesses in the initial and formative formation of the reflective formation of the teacher. The methology had a qualitative and quantitative approach in order to answer the questions proposed int this word, with the application in this word, with the application of a semi-open questionnaire and the use of the Likert scale. For data analysis, Excel programs were used and SPSS (Statistical Package for Social Sciences). The results showed that, regardless of the degree they entered, the permanence of students in the course depends on social and economic factors, such as the place where they reside and the difficulties of work-study reconciliation, in addition to institutional factors, such as pedagogical support and the offer of complementary activities, and the decisive role of the example of the students. teachers of the course to consolidate the choice of the teaching career by the undergraduate students.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Humanas
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1167
10.23926/RPD.2021.v6.n2.e054.id1167
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1167
identifier_str_mv 10.23926/RPD.2021.v6.n2.e054.id1167
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1167/552
dc.rights.driver.fl_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e054
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e054
Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e054
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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