Professors’ perception of professional integration programs
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Docência do Ensino Superior (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/rdes/article/view/1972 |
Resumo: | This study aimed at investigating beginning professors’ perception regarding their teacher education program and their integra! on into teaching processes in a university in Rio Grande do Sul, a state located in the south of Brazil. This qualitative research was carried out with 15 professors who had been teaching from 0 to 5 years. Data were collected by interviews and analyzed in the light of significant studies, such as Marcelo Garcia’s (1999, 2009) and Mayor Ruiz’s (2007, 2009). It may be stated that this type of programs has become an actual op! on in teacher education and has qualified professional development processes when they enable pedagogical discussions and help professors to be integrated into the university environment. |
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Professors’ perception of professional integration programsProgramas de inserção à docência: percepções de professores universitáriosDocentes universitários iniciantesFormação docenteProgramas de inserção profissionalBeginning ProfessorsTeacher Education.Professional integration programs.This study aimed at investigating beginning professors’ perception regarding their teacher education program and their integra! on into teaching processes in a university in Rio Grande do Sul, a state located in the south of Brazil. This qualitative research was carried out with 15 professors who had been teaching from 0 to 5 years. Data were collected by interviews and analyzed in the light of significant studies, such as Marcelo Garcia’s (1999, 2009) and Mayor Ruiz’s (2007, 2009). It may be stated that this type of programs has become an actual op! on in teacher education and has qualified professional development processes when they enable pedagogical discussions and help professors to be integrated into the university environment.Este estudo teve como objetivo investigar as percepções de professores universitários iniciantes sobre o programa de formação e inserção à docência desenvolvido em uma universidade do Rio Grande do Sul. Caracterizou-se pela abordagem qualitativa e teve como colaboradores 15 professores universitários, com até cinco anos de docência. Os dados foram coletados por meio de entrevistas e analisados à luz do referencial de Marcelo Garcia (1999, 2009), Mayor Ruiz (2007, 2009), dentre outros. É possível afirmar que programas dessa natureza, quando proporcionam discussões pedagógicas e ajudam na inserção dos professores, tornam-se possibilidades concretas de formação e qualificam o processo de desenvolvimento profissional.Universidade Federal de Minas Gerais2015-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/197210.35699/2237-5864.2015.1972Revista Docência do Ensino Superior; Vol. 5 No. 1 (2015); 67-90Revista Docência do Ensino Superior; Vol. 5 Núm. 1 (2015); 67-90Revista Docência do Ensino Superior; v. 5 n. 1 (2015); 67-902237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/1972/1314Copyright (c) 2015 Neridiana Fabia Stivanin, Beatriz Maria Boéssio Atrib Zanchetinfo:eu-repo/semantics/openAccessStivanin, Neridiana FabiaZanchet, Beatriz Maria Boéssio Atrib2020-05-19T18:08:38Zoai:periodicos.ufmg.br:article/1972Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2020-05-19T18:08:38Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Professors’ perception of professional integration programs Programas de inserção à docência: percepções de professores universitários |
title |
Professors’ perception of professional integration programs |
spellingShingle |
Professors’ perception of professional integration programs Stivanin, Neridiana Fabia Docentes universitários iniciantes Formação docente Programas de inserção profissional Beginning Professors Teacher Education. Professional integration programs. |
title_short |
Professors’ perception of professional integration programs |
title_full |
Professors’ perception of professional integration programs |
title_fullStr |
Professors’ perception of professional integration programs |
title_full_unstemmed |
Professors’ perception of professional integration programs |
title_sort |
Professors’ perception of professional integration programs |
author |
Stivanin, Neridiana Fabia |
author_facet |
Stivanin, Neridiana Fabia Zanchet, Beatriz Maria Boéssio Atrib |
author_role |
author |
author2 |
Zanchet, Beatriz Maria Boéssio Atrib |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Stivanin, Neridiana Fabia Zanchet, Beatriz Maria Boéssio Atrib |
dc.subject.por.fl_str_mv |
Docentes universitários iniciantes Formação docente Programas de inserção profissional Beginning Professors Teacher Education. Professional integration programs. |
topic |
Docentes universitários iniciantes Formação docente Programas de inserção profissional Beginning Professors Teacher Education. Professional integration programs. |
description |
This study aimed at investigating beginning professors’ perception regarding their teacher education program and their integra! on into teaching processes in a university in Rio Grande do Sul, a state located in the south of Brazil. This qualitative research was carried out with 15 professors who had been teaching from 0 to 5 years. Data were collected by interviews and analyzed in the light of significant studies, such as Marcelo Garcia’s (1999, 2009) and Mayor Ruiz’s (2007, 2009). It may be stated that this type of programs has become an actual op! on in teacher education and has qualified professional development processes when they enable pedagogical discussions and help professors to be integrated into the university environment. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-30 |
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://periodicos.ufmg.br/index.php/rdes/article/view/1972 10.35699/2237-5864.2015.1972 |
url |
https://periodicos.ufmg.br/index.php/rdes/article/view/1972 |
identifier_str_mv |
10.35699/2237-5864.2015.1972 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/rdes/article/view/1972/1314 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Neridiana Fabia Stivanin, Beatriz Maria Boéssio Atrib Zanchet info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Neridiana Fabia Stivanin, Beatriz Maria Boéssio Atrib Zanchet |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Revista Docência do Ensino Superior; Vol. 5 No. 1 (2015); 67-90 Revista Docência do Ensino Superior; Vol. 5 Núm. 1 (2015); 67-90 Revista Docência do Ensino Superior; v. 5 n. 1 (2015); 67-90 2237-5864 2358-6338 reponame:Revista Docência do Ensino Superior (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Revista Docência do Ensino Superior (Online) |
collection |
Revista Docência do Ensino Superior (Online) |
repository.name.fl_str_mv |
Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistadocenciaensinosuperior@ufmg.br|| |
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1797174636557893632 |