Teacher Education: conception and teacher view
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Perspectivas |
Texto Completo: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458 |
Resumo: | The presente article results from the thesis “collective planning of teachers in the area of nature sciences and mathematics in a secondary school in Guaraciaba do Norte county, Ceará State”, developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF) in 2020. This work deals with a theme that not much studied in Brazil and about necessity we have to think the formation continuing in-service training of teachers. Authors such as Alvaro–Prada (2010) Nóvoa (2018), Imbernon (2011), Machado (2019) othes others literary contribuitions, constitute the theoretical support for the development of this study. Thus, the methodology follows a qualitative approach, using a case study. We perform a Document analysis and semi-structured interviews with nine actors, namely: a pedagogical coordinator, an area coordinator teacher and seven teachers. As a result, we identified the necessity to effect the participation of teachers within the collective planning, as well to think about a training proposal that excels in the concerns and challenges of teaching practice. In this way, in order to qualify participation and ongoing training in service, we sought to listen to the needs of the actors involved and created training actions that excel in these concerns and, subsequently, we could evaluate such actions. |
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Teacher Education: conception and teacher viewFormação de Professores: concepção e olhar docente AçãoAperfeiçoamentoReflexãoActionImprovementThoughtThe presente article results from the thesis “collective planning of teachers in the area of nature sciences and mathematics in a secondary school in Guaraciaba do Norte county, Ceará State”, developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF) in 2020. This work deals with a theme that not much studied in Brazil and about necessity we have to think the formation continuing in-service training of teachers. Authors such as Alvaro–Prada (2010) Nóvoa (2018), Imbernon (2011), Machado (2019) othes others literary contribuitions, constitute the theoretical support for the development of this study. Thus, the methodology follows a qualitative approach, using a case study. We perform a Document analysis and semi-structured interviews with nine actors, namely: a pedagogical coordinator, an area coordinator teacher and seven teachers. As a result, we identified the necessity to effect the participation of teachers within the collective planning, as well to think about a training proposal that excels in the concerns and challenges of teaching practice. In this way, in order to qualify participation and ongoing training in service, we sought to listen to the needs of the actors involved and created training actions that excel in these concerns and, subsequently, we could evaluate such actions.O presente artigo é oriundo de uma dissertação com o título “Planejamento coletivo na área de Ciências da Natureza e Matemática: estudo de caso em uma escola de ensino médio no município de Guaraciaba do Norte – Ceará”, defendida no Programa de Pós-graduação Profissional do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF) no ano de 2020. Esse trabalho versa sobre uma temática ainda pouco estudada em nosso país e sobre a necessidade que temos de repensar a formação continuada em serviço dos docentes. Autores como Alvaro–Prada (2010) Nóvoa (2018), Imbernon (2011) e Machado (2019), entre outros, constituem o aporte teórico para o desenvolvimento do presente estudo. Ademais, a metodologia segue a abordagem qualitativa, com a utilização do estudo de caso. Foram realizadas a análise documental e entrevistas semiestruturadas com nove sujeitos a saber: um coordenador pedagógico, um professor coordenador de área e sete professores. Este estudo apontou como resultados a necessidade de efetivar a participação dos docentes dentro do planejamento coletivo e a emergência de pensar em uma proposta formativa que prime pelos anseios e desafios da prática docente. Assim, com o intuito de qualificar a participação e a formação continuada em serviço, procuramos ouvir as necessidades dos atores envolvidos e criamos ações formativas que primassem por estes anseios e, posteriormente, pudéssemos avaliar tais ações.EdUECE - Editora da Universidade Estadual do Ceará2021-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458Teaching in Perspectives; Vol. 2 No. 3 (2021): Edição especial: formação de professores; 1-12Enseñar en perspectivas; Vol. 2 Núm. 3 (2021): Edição especial: formação de professores; 1-12Ensino em Perspectivas; v. 2 n. 3 (2021): Edição especial: formação de professores; 1-122675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458/5593Copyright (c) 2021 Francisco Rômulo Mesquita César, Raimundo Nonato de Menezes Moreirahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCésar, Francisco Rômulo MesquitaMoreira, Raimundo Nonato de Menezes 2022-09-23T14:40:27Zoai:ojs.revistas.uece.br:article/6458Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-09-23T14:40:27Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Teacher Education: conception and teacher view Formação de Professores: concepção e olhar docente |
title |
Teacher Education: conception and teacher view |
spellingShingle |
Teacher Education: conception and teacher view César, Francisco Rômulo Mesquita Ação Aperfeiçoamento Reflexão Action Improvement Thought |
title_short |
Teacher Education: conception and teacher view |
title_full |
Teacher Education: conception and teacher view |
title_fullStr |
Teacher Education: conception and teacher view |
title_full_unstemmed |
Teacher Education: conception and teacher view |
title_sort |
Teacher Education: conception and teacher view |
author |
César, Francisco Rômulo Mesquita |
author_facet |
César, Francisco Rômulo Mesquita Moreira, Raimundo Nonato de Menezes |
author_role |
author |
author2 |
Moreira, Raimundo Nonato de Menezes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
César, Francisco Rômulo Mesquita Moreira, Raimundo Nonato de Menezes |
dc.subject.por.fl_str_mv |
Ação Aperfeiçoamento Reflexão Action Improvement Thought |
topic |
Ação Aperfeiçoamento Reflexão Action Improvement Thought |
description |
The presente article results from the thesis “collective planning of teachers in the area of nature sciences and mathematics in a secondary school in Guaraciaba do Norte county, Ceará State”, developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF) in 2020. This work deals with a theme that not much studied in Brazil and about necessity we have to think the formation continuing in-service training of teachers. Authors such as Alvaro–Prada (2010) Nóvoa (2018), Imbernon (2011), Machado (2019) othes others literary contribuitions, constitute the theoretical support for the development of this study. Thus, the methodology follows a qualitative approach, using a case study. We perform a Document analysis and semi-structured interviews with nine actors, namely: a pedagogical coordinator, an area coordinator teacher and seven teachers. As a result, we identified the necessity to effect the participation of teachers within the collective planning, as well to think about a training proposal that excels in the concerns and challenges of teaching practice. In this way, in order to qualify participation and ongoing training in service, we sought to listen to the needs of the actors involved and created training actions that excel in these concerns and, subsequently, we could evaluate such actions. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458 |
url |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458/5593 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Francisco Rômulo Mesquita César, Raimundo Nonato de Menezes Moreira http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Francisco Rômulo Mesquita César, Raimundo Nonato de Menezes Moreira http://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 |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Teaching in Perspectives; Vol. 2 No. 3 (2021): Edição especial: formação de professores; 1-12 Enseñar en perspectivas; Vol. 2 Núm. 3 (2021): Edição especial: formação de professores; 1-12 Ensino em Perspectivas; v. 2 n. 3 (2021): Edição especial: formação de professores; 1-12 2675-9144 reponame:Ensino em Perspectivas instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Ensino em Perspectivas |
collection |
Ensino em Perspectivas |
repository.name.fl_str_mv |
Ensino em Perspectivas - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
ensino.perspectivas@gmail.com |
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