Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL)
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://tede2.uefs.br:8080/handle/tede/964 |
Resumo: | This master's thesis, developed under the Graduate Program in Education of the State University of Feira de Santana - Bahia, presents final results of research that investigated the professional learning processes of teaching, with emphasis on the knowledge base for teaching. teaching by university faculty working the Problem Based Learning (PBL) method. Thus, the general objective of this research is to investigate the professional learning processes of teaching, with emphasis on the knowledge base for teaching, of teachers-tutors involved with the PBL method of the UEFS Computer Engineering program, by conducting a research-formation. In fact, we have chosen the following guiding question for its development: how is the knowledge base explained for the teaching of tutors of the Computer Engineering program at UEFS in the context of the PBL method tutorial sessions, through the process building and analyzing teaching cases? We theoretically support authors who discuss the themes of teacher education (DINIZ-PEREIRA, 2013; MARCELO GARCIA, 2002; IMBERNÓN, 2010; NÓVOA, 2017; PEPPER, 2014; ZEICHNER, 2014), professional teaching learning, base of knowledge for teaching and pedagogical thinking processes (SHULMAN, 2014, 1986; SHULMAN and SHULMAN, 2016; MIZUKAMI, 2004, NONO, 2011) and PBL method (BARROWS, 1996; GIJBEL, 2005; BERBEL, 1998). Regarding the methodological aspects, it is a qualitative research-training, descriptive-analytical type (LÜDKE and ANDRÉ, 1986; JOSSO, 2014; PINEAU, 2014). The empirical data were produced from the analysis and construction of teaching cases, understood as narratives of educational episodes and formative and investigative instruments of teaching professional development processes (MERSETH, 1996; NONO and MIZUKAMI, 2002), besides the application of questionnaires with the participants. The analysis of all produced empirical corpus was performed based on assumptions of the content analysis technique (BARDIN, 1977). The results indicate that the knowledge base of the research participants is amalgamated by professional knowledge of various natures. In this context, we highlight the pedagogical content knowledge, evidenced by the research participants, by using analogies, simulations and, mainly, questioning, in order to favor the acquisition of conceptual domains by students in tutorial sessions. We conclude this dissertation by highlighting the formative potential of teaching cases / case methods in the investigation of the professional development processes of teachers acting in the context of an active learning method. Finally, we point out the need to set up policies for training and professional development, with a view to consolidating their pedagogical professionality. |
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Santos, David Moisés Barreto dos9727830056804595381522http://lattes.cnpq.br/6299718397135208Moreira, Jefferson da Silva2020-02-10T20:08:38Z2019-11-21MOREIRA, Jefferson da Silva. Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL). 2019. 276 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019.http://tede2.uefs.br:8080/handle/tede/964This master's thesis, developed under the Graduate Program in Education of the State University of Feira de Santana - Bahia, presents final results of research that investigated the professional learning processes of teaching, with emphasis on the knowledge base for teaching. teaching by university faculty working the Problem Based Learning (PBL) method. Thus, the general objective of this research is to investigate the professional learning processes of teaching, with emphasis on the knowledge base for teaching, of teachers-tutors involved with the PBL method of the UEFS Computer Engineering program, by conducting a research-formation. In fact, we have chosen the following guiding question for its development: how is the knowledge base explained for the teaching of tutors of the Computer Engineering program at UEFS in the context of the PBL method tutorial sessions, through the process building and analyzing teaching cases? We theoretically support authors who discuss the themes of teacher education (DINIZ-PEREIRA, 2013; MARCELO GARCIA, 2002; IMBERNÓN, 2010; NÓVOA, 2017; PEPPER, 2014; ZEICHNER, 2014), professional teaching learning, base of knowledge for teaching and pedagogical thinking processes (SHULMAN, 2014, 1986; SHULMAN and SHULMAN, 2016; MIZUKAMI, 2004, NONO, 2011) and PBL method (BARROWS, 1996; GIJBEL, 2005; BERBEL, 1998). Regarding the methodological aspects, it is a qualitative research-training, descriptive-analytical type (LÜDKE and ANDRÉ, 1986; JOSSO, 2014; PINEAU, 2014). The empirical data were produced from the analysis and construction of teaching cases, understood as narratives of educational episodes and formative and investigative instruments of teaching professional development processes (MERSETH, 1996; NONO and MIZUKAMI, 2002), besides the application of questionnaires with the participants. The analysis of all produced empirical corpus was performed based on assumptions of the content analysis technique (BARDIN, 1977). The results indicate that the knowledge base of the research participants is amalgamated by professional knowledge of various natures. In this context, we highlight the pedagogical content knowledge, evidenced by the research participants, by using analogies, simulations and, mainly, questioning, in order to favor the acquisition of conceptual domains by students in tutorial sessions. We conclude this dissertation by highlighting the formative potential of teaching cases / case methods in the investigation of the professional development processes of teachers acting in the context of an active learning method. Finally, we point out the need to set up policies for training and professional development, with a view to consolidating their pedagogical professionality.A presente dissertação de mestrado, desenvolvida no âmbito do Programa de Pós- Graduação em Educação da Universidade Estadual de Feira de Santana - Bahia, apresenta resultados finais de pesquisa que investigou os processos de aprendizagem profissional da docência, com ênfase na base de conhecimento para o ensino, de docentes universitários que atuam no método Problem-Based Learning (PBL). Desse modo, o objetivo geral desta pesquisa consiste em investigar processos de aprendizagem profissional da docência, com ênfase na base de conhecimento para o ensino, de professores-tutores envolvidos com o método PBL do curso de Engenharia de Computação da UEFS, mediante a realização de uma pesquisa-formação. Com efeito, elegemos a seguinte questão norteadora para o seu desenvolvimento: como se explicita a base de conhecimento para o ensino de professores-tutores do curso de Engenharia de Computação da UEFS no contexto das sessões tutoriais do método PBL, mediante o processo de construção e análise de casos de ensino? Respaldamo-nos teoricamente em autores que discutem sobre as temáticas da formação de professores (DINIZ-PEREIRA, 2013; MARCELO GARCIA, 2002; IMBERNÓN, 2010; NÓVOA, 2017; PIMENTA, 2014; ZEICHNER, 2014), aprendizagem profissional da docência, base de conhecimento para o ensino e processos de raciocínio pedagógico (SHULMAN, 2014, 1986; SHULMAN e SHULMAN, 2016; MIZUKAMI, 2004, NONO, 2011) e método PBL (BARROWS, 1996; GIJBEL, 2005; BERBEL, 1998). No que concerne aos aspectos metodológicos, trata-se de uma pesquisa-formação, de natureza qualitativa, do tipo descritivo-analítico (LÜDKE e ANDRÉ, 1986; JOSSO, 2014; PINEAU, 2014). Os dados empíricos foram produzidos a partir da análise e construção de casos de ensino, compreendidos como narrativas de episódios educacionais e instrumentos formativos e investigativos de processos de desenvolvimento profissional docente (MERSETH, 1996; NONO e MIZUKAMI, 2002), além da aplicação de questionários junto aos participantes. A análise de todo corpus empírico produzido foi realizada com base em pressupostos da técnica de análise de conteúdo (BARDIN, 1977). Os resultados sinalizam que a base de conhecimento dos participantes da pesquisa é amalgamada por conhecimentos profissionais de diversas naturezas. Destaca-se, nesse contexto, o conhecimento pedagógico do conteúdo, evidenciado pelos participantes da pesquisa, ao se valerem de analogias, simulações e, principalmente, questionamentos, com o intuito de favorecer a aquisição de domínios conceituais pelos discentes nas sessões tutoriais. Concluímos esta dissertação salientando o potencial formativo dos casos de ensino/métodos de caso na investigação dos processos de desenvolvimento profissional de docentes que atuam no contexto de uma metodologia ativa de aprendizagem. Por fim, apontamos a necessidade da configuração de políticas de formação e desenvolvimento profissional, com vistas à consolidação da profissionalidade pedagógica dessa categoria.Submitted by Carolina Neves (carolinapon@uefs.br) on 2020-02-10T20:08:38Z No. of bitstreams: 1 Dissertação_versãofinal15.12.2019.pdf: 3082149 bytes, checksum: 40b94dc6dc42c0fdc660dd3c5655f648 (MD5)Made available in DSpace on 2020-02-10T20:08:38Z (GMT). No. of bitstreams: 1 Dissertação_versãofinal15.12.2019.pdf: 3082149 bytes, checksum: 40b94dc6dc42c0fdc660dd3c5655f648 (MD5) Previous issue date: 2019-11-21application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃOFormação de professoresAprendizagem profissional da docênciaBase de conhecimento para o ensinoProblem-Based LearningDocência universitáriaTeacher trainingProfessional learning of teachingKnowledge base for teachingUniversity teachingCIENCIAS HUMANAS::EDUCACAOAprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-7450372820171171698-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDissertação_versãofinal15.12.2019.pdfDissertação_versãofinal15.12.2019.pdfapplication/pdf3082149http://tede2.uefs.br:8080/bitstream/tede/964/2/Disserta%C3%A7%C3%A3o_vers%C3%A3ofinal15.12.2019.pdf40b94dc6dc42c0fdc660dd3c5655f648MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/964/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/9642020-02-10 21:11:34.818oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2020-02-11T00:11:34Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
title |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
spellingShingle |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) Moreira, Jefferson da Silva Formação de professores Aprendizagem profissional da docência Base de conhecimento para o ensino Problem-Based Learning Docência universitária Teacher training Professional learning of teaching Knowledge base for teaching University teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
title_full |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
title_fullStr |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
title_full_unstemmed |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
title_sort |
Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL) |
author |
Moreira, Jefferson da Silva |
author_facet |
Moreira, Jefferson da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, David Moisés Barreto dos |
dc.contributor.advisor1ID.fl_str_mv |
97278300568 |
dc.contributor.authorID.fl_str_mv |
04595381522 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6299718397135208 |
dc.contributor.author.fl_str_mv |
Moreira, Jefferson da Silva |
contributor_str_mv |
Santos, David Moisés Barreto dos |
dc.subject.por.fl_str_mv |
Formação de professores Aprendizagem profissional da docência Base de conhecimento para o ensino Problem-Based Learning Docência universitária |
topic |
Formação de professores Aprendizagem profissional da docência Base de conhecimento para o ensino Problem-Based Learning Docência universitária Teacher training Professional learning of teaching Knowledge base for teaching University teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Professional learning of teaching Knowledge base for teaching University teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This master's thesis, developed under the Graduate Program in Education of the State University of Feira de Santana - Bahia, presents final results of research that investigated the professional learning processes of teaching, with emphasis on the knowledge base for teaching. teaching by university faculty working the Problem Based Learning (PBL) method. Thus, the general objective of this research is to investigate the professional learning processes of teaching, with emphasis on the knowledge base for teaching, of teachers-tutors involved with the PBL method of the UEFS Computer Engineering program, by conducting a research-formation. In fact, we have chosen the following guiding question for its development: how is the knowledge base explained for the teaching of tutors of the Computer Engineering program at UEFS in the context of the PBL method tutorial sessions, through the process building and analyzing teaching cases? We theoretically support authors who discuss the themes of teacher education (DINIZ-PEREIRA, 2013; MARCELO GARCIA, 2002; IMBERNÓN, 2010; NÓVOA, 2017; PEPPER, 2014; ZEICHNER, 2014), professional teaching learning, base of knowledge for teaching and pedagogical thinking processes (SHULMAN, 2014, 1986; SHULMAN and SHULMAN, 2016; MIZUKAMI, 2004, NONO, 2011) and PBL method (BARROWS, 1996; GIJBEL, 2005; BERBEL, 1998). Regarding the methodological aspects, it is a qualitative research-training, descriptive-analytical type (LÜDKE and ANDRÉ, 1986; JOSSO, 2014; PINEAU, 2014). The empirical data were produced from the analysis and construction of teaching cases, understood as narratives of educational episodes and formative and investigative instruments of teaching professional development processes (MERSETH, 1996; NONO and MIZUKAMI, 2002), besides the application of questionnaires with the participants. The analysis of all produced empirical corpus was performed based on assumptions of the content analysis technique (BARDIN, 1977). The results indicate that the knowledge base of the research participants is amalgamated by professional knowledge of various natures. In this context, we highlight the pedagogical content knowledge, evidenced by the research participants, by using analogies, simulations and, mainly, questioning, in order to favor the acquisition of conceptual domains by students in tutorial sessions. We conclude this dissertation by highlighting the formative potential of teaching cases / case methods in the investigation of the professional development processes of teachers acting in the context of an active learning method. Finally, we point out the need to set up policies for training and professional development, with a view to consolidating their pedagogical professionality. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-21 |
dc.date.accessioned.fl_str_mv |
2020-02-10T20:08:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MOREIRA, Jefferson da Silva. Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL). 2019. 276 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/964 |
identifier_str_mv |
MOREIRA, Jefferson da Silva. Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL). 2019. 276 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
url |
http://tede2.uefs.br:8080/handle/tede/964 |
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por |
language |
por |
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1352177059867160609 |
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600 600 600 |
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-7450372820171171698 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Estadual de Feira de Santana |
dc.publisher.program.fl_str_mv |
Mestrado Acadêmico em Educação |
dc.publisher.initials.fl_str_mv |
UEFS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO |
publisher.none.fl_str_mv |
Universidade Estadual de Feira de Santana |
dc.source.none.fl_str_mv |
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