Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7284 |
Resumo: | This study is related to the Training, Knowledge and Professional Development research group from the Postgraduate Program in Education, Master‟s Degree in Education, at the Federal University of Santa Maria. The aim was to understand the challenges and difficulties to beginning teachers practice at university. Based on authors such as Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010) Isaia and Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta and Anastasiou (2014) among others, higher education, teaching training, professional development and teaching learning aspects were analyzed, considering the process of starting the teaching experience as well as the development of the pedagogical work by beginning teachers. It is a qualitative research, in the light of a sociocultural narrative approach by Bolzan (2001, 2006, 2009, 2010), based on Bakthin (1992), Vygotstki (1991, 1994), Connelly and Clandinin (1995) and Freitas (2002) that gave support to the investigation. The data were collected through semi-structured interviews, with guiding topics taking into account beginning teaching, the teachers learning and the pedagogical work. The study category was defined as beginning teacher learning university and it involved two dimensions: the training processes and the pedagogical work combined with the institutional dynamics. These analysis elements lead to the findings organization. This study contributes to examine emergent characteristics of teaching in higher education and professional development such as: the necessary background for teaching in this context, public politics, institutional infrastructure, support programs for beginning teachers due to the complexity of this job. |
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2016-12-122016-12-122016-08-30WIEBUSCH, Andressa. TEACHERS LEARNING AT UNIVERSITY: CHALLENGES AND DIFFICULTIES IN THE PEDAGOGICAL PROCESS TO THE BEGINNING TEACHER. 2016. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2016.http://repositorio.ufsm.br/handle/1/7284This study is related to the Training, Knowledge and Professional Development research group from the Postgraduate Program in Education, Master‟s Degree in Education, at the Federal University of Santa Maria. The aim was to understand the challenges and difficulties to beginning teachers practice at university. Based on authors such as Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010) Isaia and Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta and Anastasiou (2014) among others, higher education, teaching training, professional development and teaching learning aspects were analyzed, considering the process of starting the teaching experience as well as the development of the pedagogical work by beginning teachers. It is a qualitative research, in the light of a sociocultural narrative approach by Bolzan (2001, 2006, 2009, 2010), based on Bakthin (1992), Vygotstki (1991, 1994), Connelly and Clandinin (1995) and Freitas (2002) that gave support to the investigation. The data were collected through semi-structured interviews, with guiding topics taking into account beginning teaching, the teachers learning and the pedagogical work. The study category was defined as beginning teacher learning university and it involved two dimensions: the training processes and the pedagogical work combined with the institutional dynamics. These analysis elements lead to the findings organization. This study contributes to examine emergent characteristics of teaching in higher education and professional development such as: the necessary background for teaching in this context, public politics, institutional infrastructure, support programs for beginning teachers due to the complexity of this job.Esta pesquisa insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação, da Universidade Federal de Santa Maria (UFSM). O objetivo foi compreender os desafios e enfrentamentos na docência dos professores iniciantes na Educação Superior. A partir dos pressupostos teóricos de Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2005, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010), Isaia e Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta e Anastasiou (2014) entre outros, buscamos problematizar o Ensino Superior, a formação docente, o desenvolvimento profissional, a aprendizagem da docência, tendo em vista o processo de inserção na docência e o desenvolvimento do trabalho pedagógico dos professores iniciantes. O estudo caracteriza-se como uma pesquisa qualitativa, desenvolvida a partir da abordagem narrativa sociocultural, de Bolzan (2001, 2002, 2006, 2009, 2010), com base nos estudos de Bakthin (1992), Vygotstki (1991, 1994), Connelly e Clandinin (1995) e Freitas (2002) fontes para a construção do caminho investigativo. Para a coleta de dados, utilizamos entrevistas semiestruturadas, com tópicos guia direcionados à iniciação à docência, à aprendizagem do ser professor e ao trabalho pedagógico. Evidenciamos a categoria de estudo como a aprendizagem docente do professor iniciante universitário constituída por duas dimensões: os processos formativos e o trabalho pedagógico e um eixo articulador que caracteriza a dinâmica institucional. Esses elementos de análise representam a sistematização dos achados. A pesquisa realizada permite-nos problematizar o reconhecimento de demandas emergentes da docência do Ensino Superior e do desenvolvimento profissional como: a necessidade de preparação para atuar nesse nível de ensino, de políticas públicas, de infraestrutura institucional, de criação de programas de apoio e acolhimento aos professores iniciantes, diante da complexidade da profissão.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoProfessor inicianteEnsino superiorAprendizagem da docênciaDesafios e enfrentamentosTrabalho pedagógicoBeginning teacherHigher educationTeaching learningChallenges and difficultiesPedagogical workCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor inicianteTeachers learning at university: challenges and difficulties in the pedagogical process to the beginning teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6Powaczuk, Ana Carla Hollweghttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1Baptaglin, Leila Adrianahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4231509P0http://lattes.cnpq.br/7775729173383975Wiebusch, Andressa700800000006400500300300300b44424f4-3a2c-42d2-af99-762aa9d1acde62ff75ee-249c-41d4-9867-08e137d74e634191fef3-e7d5-487f-a092-ca027a1ca8248f3f3523-4455-4396-8c57-7e5a1775de69info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALWIEBUSCH, ANDRESSA.pdfapplication/pdf2410685http://repositorio.ufsm.br/bitstream/1/7284/1/WIEBUSCH%2c%20ANDRESSA.pdf80c60827a8025e1a302ff0637faa1a09MD51TEXTWIEBUSCH, ANDRESSA.pdf.txtWIEBUSCH, ANDRESSA.pdf.txtExtracted texttext/plain387448http://repositorio.ufsm.br/bitstream/1/7284/2/WIEBUSCH%2c%20ANDRESSA.pdf.txt024e2265f92a75211d835d3dfb040866MD52THUMBNAILWIEBUSCH, ANDRESSA.pdf.jpgWIEBUSCH, ANDRESSA.pdf.jpgIM Thumbnailimage/jpeg4480http://repositorio.ufsm.br/bitstream/1/7284/3/WIEBUSCH%2c%20ANDRESSA.pdf.jpg8a2fdb70421fc85d35b98046bfa1e583MD531/72842021-03-05 08:20:45.915oai:repositorio.ufsm.br:1/7284Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132021-03-05T11:20:45Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
dc.title.alternative.eng.fl_str_mv |
Teachers learning at university: challenges and difficulties in the pedagogical process to the beginning teacher |
title |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
spellingShingle |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante Wiebusch, Andressa Professor iniciante Ensino superior Aprendizagem da docência Desafios e enfrentamentos Trabalho pedagógico Beginning teacher Higher education Teaching learning Challenges and difficulties Pedagogical work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
title_full |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
title_fullStr |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
title_full_unstemmed |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
title_sort |
Aprendizagem docente no ensino superior: desafios e enfrentamentos no trabalho pedagógico do professor iniciante |
author |
Wiebusch, Andressa |
author_facet |
Wiebusch, Andressa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6 |
dc.contributor.referee1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1 |
dc.contributor.referee2.fl_str_mv |
Baptaglin, Leila Adriana |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4231509P0 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7775729173383975 |
dc.contributor.author.fl_str_mv |
Wiebusch, Andressa |
contributor_str_mv |
Bolzan, Doris Pires Vargas Powaczuk, Ana Carla Hollweg Baptaglin, Leila Adriana |
dc.subject.por.fl_str_mv |
Professor iniciante Ensino superior Aprendizagem da docência Desafios e enfrentamentos Trabalho pedagógico |
topic |
Professor iniciante Ensino superior Aprendizagem da docência Desafios e enfrentamentos Trabalho pedagógico Beginning teacher Higher education Teaching learning Challenges and difficulties Pedagogical work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Beginning teacher Higher education Teaching learning Challenges and difficulties Pedagogical work |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is related to the Training, Knowledge and Professional Development research group from the Postgraduate Program in Education, Master‟s Degree in Education, at the Federal University of Santa Maria. The aim was to understand the challenges and difficulties to beginning teachers practice at university. Based on authors such as Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010) Isaia and Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta and Anastasiou (2014) among others, higher education, teaching training, professional development and teaching learning aspects were analyzed, considering the process of starting the teaching experience as well as the development of the pedagogical work by beginning teachers. It is a qualitative research, in the light of a sociocultural narrative approach by Bolzan (2001, 2006, 2009, 2010), based on Bakthin (1992), Vygotstki (1991, 1994), Connelly and Clandinin (1995) and Freitas (2002) that gave support to the investigation. The data were collected through semi-structured interviews, with guiding topics taking into account beginning teaching, the teachers learning and the pedagogical work. The study category was defined as beginning teacher learning university and it involved two dimensions: the training processes and the pedagogical work combined with the institutional dynamics. These analysis elements lead to the findings organization. This study contributes to examine emergent characteristics of teaching in higher education and professional development such as: the necessary background for teaching in this context, public politics, institutional infrastructure, support programs for beginning teachers due to the complexity of this job. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-12-12 |
dc.date.available.fl_str_mv |
2016-12-12 |
dc.date.issued.fl_str_mv |
2016-08-30 |
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 |
WIEBUSCH, Andressa. TEACHERS LEARNING AT UNIVERSITY: CHALLENGES AND DIFFICULTIES IN THE PEDAGOGICAL PROCESS TO THE BEGINNING TEACHER. 2016. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7284 |
identifier_str_mv |
WIEBUSCH, Andressa. TEACHERS LEARNING AT UNIVERSITY: CHALLENGES AND DIFFICULTIES IN THE PEDAGOGICAL PROCESS TO THE BEGINNING TEACHER. 2016. 182 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2016. |
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http://repositorio.ufsm.br/handle/1/7284 |
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por |
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700800000006 |
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Universidade Federal de Santa Maria |
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UFSM |
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BR |
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Educação |
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Universidade Federal de Santa Maria |
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