Professional Development of Novice Special Education Teachers

Detalhes bibliográficos
Autor(a) principal: Papi, Silmara de Oliveira Gomes
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053
Resumo: The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM) in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.
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spelling Professional Development of Novice Special Education TeachersDesenvolvimento Profissional de Docentes Iniciantes na Educação EspecialDesenvolvimento ProfissionalProfessores IniciantesEducação EspecialSala de Recursos MultifuncionaisDevelopmentNovice TeachersSpecial EducationClassroom with Multifunctional ResourcesThe professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM) in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.O desenvolvimento profissional de docentes iniciantes na profissão e na educação especial é pouco compreendido, mesmo sendo ele relevante para a prática docente e sua melhoria. Neste estudo analisam-se os desafios vivenciados por esses professores, tendo em vista compreender seu desenvolvimento profissional. Participaram da pesquisa professores de Salas de Recursos Multifuncionais (SRM) de escolas estaduais. A pesquisa tem abordagem crítico-dialética e enfoque qualitativo. Os resultados indicam fragilidades no desenvolvimento profissional dos iniciantes, que sentem dificuldades relacionadas à prática pedagógica e à burocracia, mesmo tendo formação específica na área. Sentem-se também estranhos à escola e buscam alternativas para suprir as lacunas existentes em relação à prática profissional.FACED - UFRGS2018-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053Educação & Realidade [Education & Reality]; Vol. 43 No. 2 (2018)Educação & Realidade; v. 43 n. 2 (2018)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053/47271https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053/47272Copyright (c) 2018 Educação & Realidadeinfo:eu-repo/semantics/openAccessPapi, Silmara de Oliveira Gomes2018-02-27T03:48:52Zoai:seer.ufrgs.br:article/69053Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-02-27T03:48:52Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Professional Development of Novice Special Education Teachers
Desenvolvimento Profissional de Docentes Iniciantes na Educação Especial
title Professional Development of Novice Special Education Teachers
spellingShingle Professional Development of Novice Special Education Teachers
Papi, Silmara de Oliveira Gomes
Desenvolvimento Profissional
Professores Iniciantes
Educação Especial
Sala de Recursos Multifuncionais
Development
Novice Teachers
Special Education
Classroom with Multifunctional Resources
title_short Professional Development of Novice Special Education Teachers
title_full Professional Development of Novice Special Education Teachers
title_fullStr Professional Development of Novice Special Education Teachers
title_full_unstemmed Professional Development of Novice Special Education Teachers
title_sort Professional Development of Novice Special Education Teachers
author Papi, Silmara de Oliveira Gomes
author_facet Papi, Silmara de Oliveira Gomes
author_role author
dc.contributor.author.fl_str_mv Papi, Silmara de Oliveira Gomes
dc.subject.por.fl_str_mv Desenvolvimento Profissional
Professores Iniciantes
Educação Especial
Sala de Recursos Multifuncionais
Development
Novice Teachers
Special Education
Classroom with Multifunctional Resources
topic Desenvolvimento Profissional
Professores Iniciantes
Educação Especial
Sala de Recursos Multifuncionais
Development
Novice Teachers
Special Education
Classroom with Multifunctional Resources
description The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM) in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.
publishDate 2018
dc.date.none.fl_str_mv 2018-02-27
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053/47271
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/69053/47272
dc.rights.driver.fl_str_mv Copyright (c) 2018 Educação & Realidade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Educação & Realidade
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 43 No. 2 (2018)
Educação & Realidade; v. 43 n. 2 (2018)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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