The professional profile of beginner teachers and the guiding principles of pedagogical practices

• Autor(a) principal: Cipriani, Andreza
• Data de Publicação: 2019
• Outros Autores: Tomazoni, Eliane Kormann, Selpa Heinzle, Marcia Regina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/12020
• topic: Perfil docente; Professor iniciante; Práticas pedagógicas; Teaching profile; Beginner teacher; Pedagogical practices

In this research we proposed to analyze two dimensions, the professional profile of the teachers in the engineering courses with less than five years of service, and the conductive threads of their pedagogical practices in two Universities of Santa Catarina. To comprehend the teachers' formation constitutive processes and social resources, we used theory contributions by Huberman (1992), Nóvoa (1995), and Tardif (2008). The present research has a qualitative approach and was performed through an online questionnaire with open questions, multiple choices and questions following a Likert type response scale. For the interpretation and analysis of the information obtained, the Content Analysis methodology was applied, organizing the data into categories, which enabled us to map the profile of the beginner teachers who work in the engineering courses, as well as the elements that strengthen and teaching and main pedagogical practices. The analysis based on the data obtained reinforces the notes contained in the literature on the fragility of teaching professionalism and difficulties encountered in the trajectory in the first years of teaching. In this way, the present study allowed us to understand the challenges present in universities, regarding the complexity and the singularity of being a beginning teacher.