WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/16882 |
Resumo: | This article deals with the teaching challenges of beginning teachers from Ceará. The objective of this research was to understand the challenges of the first years of acting as teachers in the context of Ceará. The theoretical contribution was guided by the references of: Cruz, Farias and Hobold (2020); Garcia (2010); Andrew (2018). With regard to methodological aspects, we resorted to research-training, from the perspective of Delory-Momberger (2008). The results indicate that beginning teachers experience numerous challenges in their first years of teaching, which makes this moment difficult, but also permeated with a lot of learning, which is a dynamic, subjective and complex process. With this study, we hope to enhance discussions in the area of teacher education and performance. |
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WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ¿CUÁLES SON LOS DESAFÍOS DE COMENZARSE EN LA DOCENCIA? : ESTUDIAR CON PROFESORES DE CEARÁQuais os Desafios do Início na Docência? estudo com professores do CearáTeaching challenges; beginning teachers; Ceará.Desafíos docentes; maestros principiantes; Ceará.Desafios da docência; professores iniciantes; Ceará.This article deals with the teaching challenges of beginning teachers from Ceará. The objective of this research was to understand the challenges of the first years of acting as teachers in the context of Ceará. The theoretical contribution was guided by the references of: Cruz, Farias and Hobold (2020); Garcia (2010); Andrew (2018). With regard to methodological aspects, we resorted to research-training, from the perspective of Delory-Momberger (2008). The results indicate that beginning teachers experience numerous challenges in their first years of teaching, which makes this moment difficult, but also permeated with a lot of learning, which is a dynamic, subjective and complex process. With this study, we hope to enhance discussions in the area of teacher education and performance.Este artículo trata sobre los desafíos de enseñanza de los profesores principiantes de Ceará. El objetivo de esta investigación fue comprender los desafíos de los primeros años de actuación docente en el contexto de Ceará. El aporte teórico estuvo guiado por las referencias de: Cruz, Farias y Hobold (2020); García (2010); Andrés (2018). En cuanto a los aspectos metodológicos, recurrimos a la investigación-formación, desde la perspectiva de Delory-Momberger (2008). Los resultados indican que los docentes principiantes experimentan numerosos desafíos en sus primeros años de docencia, lo que hace que este momento sea difícil, pero también permeado de mucho aprendizaje, que es un proceso dinámico, subjetivo y complejo. Con este estudio, esperamos enriquecer las discusiones en el área de formación y desempeño docente.Este artigo versa sobre os desafios docentes de professores iniciantes cearenses. O objetivo desta pesquisa foi compreender os desafios dos primeiros anos de atuação como professores no contexto do Ceará. O aporte teórico foi norteado pelos referenciais de: Cruz, Farias e Hobold (2020); Garcia (2010); André (2018). Com relação aos aspectos metodológicos, recorremos a pesquisa-formação, na perspectiva de Delory-Momberger (2008). Os resultados apontam que os professores iniciantes vivem inúmeros desafios nos seus primeiros anos de docência, o que torna esse momento difícil, mas também permeado de intensas aprendizagens, sendo este um processo dinâmico, subjetivo e complexo. Esperamos com este estudo potencializar as discussões na área de formação e atuação de professores.UNEB2023-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos Paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1688210.21879/faeeba2358-0194.2023.v32.n71.p274-286Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 274-2862358-01940104-704310.21879/faeeba2358-0194.v32.n71reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/16882/11945Copyright (c) 2023 Maria Mikaele da Silva Cavalcante, Iure Coutre Gurgell, Luciana Mendonçahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva Cavalcante, Maria Mikaele daGurgel, Iure CoutreMendonça, Luciana de Oliveira Souza2023-08-02T14:44:47Zoai:ojs.revistas.uneb.br:article/16882Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-08-02T14:44:47Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ ¿CUÁLES SON LOS DESAFÍOS DE COMENZARSE EN LA DOCENCIA? : ESTUDIAR CON PROFESORES DE CEARÁ Quais os Desafios do Início na Docência? estudo com professores do Ceará |
title |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
spellingShingle |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ Silva Cavalcante, Maria Mikaele da Teaching challenges; beginning teachers; Ceará. Desafíos docentes; maestros principiantes; Ceará. Desafios da docência; professores iniciantes; Ceará. |
title_short |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
title_full |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
title_fullStr |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
title_full_unstemmed |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
title_sort |
WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ |
author |
Silva Cavalcante, Maria Mikaele da |
author_facet |
Silva Cavalcante, Maria Mikaele da Gurgel, Iure Coutre Mendonça, Luciana de Oliveira Souza |
author_role |
author |
author2 |
Gurgel, Iure Coutre Mendonça, Luciana de Oliveira Souza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva Cavalcante, Maria Mikaele da Gurgel, Iure Coutre Mendonça, Luciana de Oliveira Souza |
dc.subject.por.fl_str_mv |
Teaching challenges; beginning teachers; Ceará. Desafíos docentes; maestros principiantes; Ceará. Desafios da docência; professores iniciantes; Ceará. |
topic |
Teaching challenges; beginning teachers; Ceará. Desafíos docentes; maestros principiantes; Ceará. Desafios da docência; professores iniciantes; Ceará. |
description |
This article deals with the teaching challenges of beginning teachers from Ceará. The objective of this research was to understand the challenges of the first years of acting as teachers in the context of Ceará. The theoretical contribution was guided by the references of: Cruz, Farias and Hobold (2020); Garcia (2010); Andrew (2018). With regard to methodological aspects, we resorted to research-training, from the perspective of Delory-Momberger (2008). The results indicate that beginning teachers experience numerous challenges in their first years of teaching, which makes this moment difficult, but also permeated with a lot of learning, which is a dynamic, subjective and complex process. With this study, we hope to enhance discussions in the area of teacher education and performance. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/16882 10.21879/faeeba2358-0194.2023.v32.n71.p274-286 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/16882 |
identifier_str_mv |
10.21879/faeeba2358-0194.2023.v32.n71.p274-286 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/16882/11945 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Maria Mikaele da Silva Cavalcante, Iure Coutre Gurgell, Luciana Mendonça http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Maria Mikaele da Silva Cavalcante, Iure Coutre Gurgell, Luciana Mendonça http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 274-286 2358-0194 0104-7043 10.21879/faeeba2358-0194.v32.n71 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
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1800210958704967680 |