Os percalços e necessidades no caminho do professor iniciante
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23470 |
Resumo: | This research aimed to identify the main challenges and difficulties faced by a group of beginning teachers, allocated in the private and public networks of municipalities in the state of São Paulo. In addition, it intended to identify the strategies used by these teachers to respond to adversities in their professional practices, as well as to know their training needs. To compose this work, at first, the researcher training path was outlined, alomg with her concerns as a teacher, which directed her towards this research. In the sequence, accordingly of theorists such as Marcelo García (1999; 2012), Denise Vaillant (2012), Michael Huberman (1995), considerations were developed about the initial path of teachers, discussing aspects related to initial training and the most frequent adversities in their way, working conditions for instance. Then, the concept of training needs was discussed, from the perspective of Estrela, Madureira and Leite (1999) and Esteves and Rodrigues (2006), especially its potential as a starting and ending point for the design of training processes, in order to increase awareness and reflection about the professional practice of teachers, especially at the beginning of their careers. In terms of methodology, the qualitative approach was adopted, due to understand it capable of presenting not only the perspective of subjects, but also the meanings they attribute to their experiences. In order to achieve this aim, a questionnaire was used to collect the characterization and manifestation data on the defined topics (survey of the main challenges, coping strategies and training needs), from thirty participants. The data were organized and submitted to prose analysis (ANDRÉ, 1983). The results showed that the main challenges and difficulties of teachers correspond to working conditions and their implications, such as the devaluation of wages and social recognition, the lack of partnership among peers, management and family, and the lack of adequate resources and training. As strategies, the beginners proved to be adaptive specialists, since they demonstrated that they had sought to solve their doubts in different ways and were concerned with innovating and taking care of the student learning. Concerning the knowledge they consider necessary, three central directions were indicated regarding the researcher teacher, the pedagogical tact and general pedagogical knowledge, of contents, among others. With this in mind it was thought about how the identification and knowledge of the training needs of beginners teachers can contribute to planning training processes, aiming at continuous professional development and a way to mitigate the initial obstacles of teaching. Taking this into account, the relevance of this theme is understood, although it would be possible to recognize there are researches about the beginning of teaching, such studies are still below the complexity that the subject requires |
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André, Marli Eliza Dalmazo Afonso dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8157610U8Diniz, Thaís Mota2021-02-10T14:30:28Z2020-09-09Diniz, Thaís Mota. Os percalços e necessidades no caminho do professor iniciante. 2020. 97 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23470This research aimed to identify the main challenges and difficulties faced by a group of beginning teachers, allocated in the private and public networks of municipalities in the state of São Paulo. In addition, it intended to identify the strategies used by these teachers to respond to adversities in their professional practices, as well as to know their training needs. To compose this work, at first, the researcher training path was outlined, alomg with her concerns as a teacher, which directed her towards this research. In the sequence, accordingly of theorists such as Marcelo García (1999; 2012), Denise Vaillant (2012), Michael Huberman (1995), considerations were developed about the initial path of teachers, discussing aspects related to initial training and the most frequent adversities in their way, working conditions for instance. Then, the concept of training needs was discussed, from the perspective of Estrela, Madureira and Leite (1999) and Esteves and Rodrigues (2006), especially its potential as a starting and ending point for the design of training processes, in order to increase awareness and reflection about the professional practice of teachers, especially at the beginning of their careers. In terms of methodology, the qualitative approach was adopted, due to understand it capable of presenting not only the perspective of subjects, but also the meanings they attribute to their experiences. In order to achieve this aim, a questionnaire was used to collect the characterization and manifestation data on the defined topics (survey of the main challenges, coping strategies and training needs), from thirty participants. The data were organized and submitted to prose analysis (ANDRÉ, 1983). The results showed that the main challenges and difficulties of teachers correspond to working conditions and their implications, such as the devaluation of wages and social recognition, the lack of partnership among peers, management and family, and the lack of adequate resources and training. As strategies, the beginners proved to be adaptive specialists, since they demonstrated that they had sought to solve their doubts in different ways and were concerned with innovating and taking care of the student learning. Concerning the knowledge they consider necessary, three central directions were indicated regarding the researcher teacher, the pedagogical tact and general pedagogical knowledge, of contents, among others. With this in mind it was thought about how the identification and knowledge of the training needs of beginners teachers can contribute to planning training processes, aiming at continuous professional development and a way to mitigate the initial obstacles of teaching. Taking this into account, the relevance of this theme is understood, although it would be possible to recognize there are researches about the beginning of teaching, such studies are still below the complexity that the subject requiresA presente pesquisa teve como objetivo identificar os principais desafios e dificuldades enfrentados por um grupo de professores iniciantes, alocados nas redes particular e pública de municípios do estado de São Paulo. Ademais, pretendeu identificar quais as estratégias utilizadas por esses professores para responder às adversidades em suas práticas profissionais, bem como conhecer suas necessidades formativas. Para compor esse trabalho, em um primeiro momento, delineou-se o trajeto formativo da pesquisadora, assim como suas inquietações como professora, que a direcionaram para essa pesquisa. Na sequência, à luz de teóricos como Marcelo García (1999; 2012), Denise Vaillant (2012), Michael Huberman (1995), foram desenvolvidas considerações sobre o percurso inicial dos professores, discutindo aspectos relativos à formação inicial e os percalços mais frequentes no seu caminho, como as condições de trabalho. Em continuidade, foi discutido o conceito de necessidades formativas, sob a perspectiva de Estrela, Madureira e Leite (1999) e Esteves e Rodrigues (2006), em especial seu potencial como ponto de partida e de chegada para o delineamento de processos formativos, com vistas a ampliar a consciência e reflexão sobre a prática profissional dos professores, sobretudo, no início da carreira. Em termos de metodologia, adotou-se a abordagem qualitativa, por compreendê-la capaz de apresentar não só a perspectiva dos sujeitos, mas também, os significados que eles atribuem às suas experiências. Para tanto, foi utilizado um questionário para coletar os dados de caracterização e de manifestação sobre os tópicos definidos (levantamento dos principais desafios, estratégias de enfrentamento e necessidades formativas), dos trinta participantes. Os dados foram organizados e submetidos à análise de prosa (ANDRÉ, 1983). Os resultados apontaram que os principais desafios e dificuldades dos professores correspondem às condições de trabalho e suas implicações, como a desvalorização salarial e de reconhecimento social, a falta de parceria entre os pares, gestão e família, e a ausência de recursos e formações adequadas. Como estratégias, os iniciantes revelaram-se especialistas adaptativos, pois demonstraram que buscavam resolver de formas variadas suas dúvidas e preocupavam-se em inovar e cuidar da aprendizagem do aluno. Acerca dos conhecimentos que julgam necessários, foram indicadas três direções centrais relativas ao professor pesquisador, ao tacto pedagógico e aos conhecimentos pedagógicos gerais, de conteúdos entre outros. Tendo em vista tais constatações, pensou-se em como a identificação e o conhecimento das necessidades formativas dos iniciantes podem contribuir para planificar processos formativos, visando ao desenvolvimento profissional contínuo e uma forma de atenuar os percalços iniciais da docência. Nessa direção, compreende-se a relevância dessa temática, por reconhecer que embora existam pesquisas acerca do início da docência, tais estudos ainda estão aquém da complexidade que o assunto exigeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53148/Tha%c3%ads%20Mota%20Diniz.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoProfessores - Formação profissionalNecessidades formativasFormação continuadaTeachers - Occupational trainingTraining needsContinuing educationCNPQ::CIENCIAS HUMANAS::EDUCACAOOs percalços e necessidades no caminho do professor inicianteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTThaís Mota Diniz.pdf.txtThaís Mota Diniz.pdf.txtExtracted texttext/plain236543https://repositorio.pucsp.br/xmlui/bitstream/handle/23470/4/Tha%c3%ads%20Mota%20Diniz.pdf.txt1494f05d3c4a3ce1c895a8e514dc273aMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/23470/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALThaís Mota Diniz.pdfThaís Mota Diniz.pdfapplication/pdf1187310https://repositorio.pucsp.br/xmlui/bitstream/handle/23470/2/Tha%c3%ads%20Mota%20Diniz.pdf5c1ab3ec03b83c7a3d9aef8cc5809bbfMD52THUMBNAILThaís Mota Diniz.pdf.jpgThaís Mota Diniz.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/23470/3/Tha%c3%ads%20Mota%20Diniz.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53handle/234702022-04-28 18:47:18.85oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T21:47:18Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Os percalços e necessidades no caminho do professor iniciante |
title |
Os percalços e necessidades no caminho do professor iniciante |
spellingShingle |
Os percalços e necessidades no caminho do professor iniciante Diniz, Thaís Mota Professores - Formação profissional Necessidades formativas Formação continuada Teachers - Occupational training Training needs Continuing education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os percalços e necessidades no caminho do professor iniciante |
title_full |
Os percalços e necessidades no caminho do professor iniciante |
title_fullStr |
Os percalços e necessidades no caminho do professor iniciante |
title_full_unstemmed |
Os percalços e necessidades no caminho do professor iniciante |
title_sort |
Os percalços e necessidades no caminho do professor iniciante |
author |
Diniz, Thaís Mota |
author_facet |
Diniz, Thaís Mota |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8157610U8 |
dc.contributor.author.fl_str_mv |
Diniz, Thaís Mota |
contributor_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
Professores - Formação profissional Necessidades formativas Formação continuada |
topic |
Professores - Formação profissional Necessidades formativas Formação continuada Teachers - Occupational training Training needs Continuing education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers - Occupational training Training needs Continuing education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed to identify the main challenges and difficulties faced by a group of beginning teachers, allocated in the private and public networks of municipalities in the state of São Paulo. In addition, it intended to identify the strategies used by these teachers to respond to adversities in their professional practices, as well as to know their training needs. To compose this work, at first, the researcher training path was outlined, alomg with her concerns as a teacher, which directed her towards this research. In the sequence, accordingly of theorists such as Marcelo García (1999; 2012), Denise Vaillant (2012), Michael Huberman (1995), considerations were developed about the initial path of teachers, discussing aspects related to initial training and the most frequent adversities in their way, working conditions for instance. Then, the concept of training needs was discussed, from the perspective of Estrela, Madureira and Leite (1999) and Esteves and Rodrigues (2006), especially its potential as a starting and ending point for the design of training processes, in order to increase awareness and reflection about the professional practice of teachers, especially at the beginning of their careers. In terms of methodology, the qualitative approach was adopted, due to understand it capable of presenting not only the perspective of subjects, but also the meanings they attribute to their experiences. In order to achieve this aim, a questionnaire was used to collect the characterization and manifestation data on the defined topics (survey of the main challenges, coping strategies and training needs), from thirty participants. The data were organized and submitted to prose analysis (ANDRÉ, 1983). The results showed that the main challenges and difficulties of teachers correspond to working conditions and their implications, such as the devaluation of wages and social recognition, the lack of partnership among peers, management and family, and the lack of adequate resources and training. As strategies, the beginners proved to be adaptive specialists, since they demonstrated that they had sought to solve their doubts in different ways and were concerned with innovating and taking care of the student learning. Concerning the knowledge they consider necessary, three central directions were indicated regarding the researcher teacher, the pedagogical tact and general pedagogical knowledge, of contents, among others. With this in mind it was thought about how the identification and knowledge of the training needs of beginners teachers can contribute to planning training processes, aiming at continuous professional development and a way to mitigate the initial obstacles of teaching. Taking this into account, the relevance of this theme is understood, although it would be possible to recognize there are researches about the beginning of teaching, such studies are still below the complexity that the subject requires |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-09-09 |
dc.date.accessioned.fl_str_mv |
2021-02-10T14:30:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Diniz, Thaís Mota. Os percalços e necessidades no caminho do professor iniciante. 2020. 97 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23470 |
identifier_str_mv |
Diniz, Thaís Mota. Os percalços e necessidades no caminho do professor iniciante. 2020. 97 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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Pontifícia Universidade Católica de São Paulo |
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Pontifícia Universidade Católica de São Paulo |
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