Professors’ perception of professional integration programs

Detalhes bibliográficos
Autor(a) principal: Stivanin, Neridiana Fabia
Data de Publicação: 2015
Outros Autores: Zanchet, Beatriz Maria Boéssio Atrib
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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spelling 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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