Training of teachers to act in Higher, Technological and Technical Education

Detalhes bibliográficos
Autor(a) principal: Lima Ferreira, Jacques de
Data de Publicação: 2019
Outros Autores: Behrens, Marilda Aparecida, Marinho Teixeira, Alexandre
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132
Resumo: This article presents a qualitative research of the type of case study that was carried out with professionals from several areas of knowledge, graduates who have carried out a continuous formation, a specialization denominated Training of Teachers to act in Higher Education, Technological and Technical. The research problem that guided the research followed the following question: What are the perceptions that graduates of a continuing formation had about the knowledge acquired for the exercise of teaching? The research carried out had the objective of analyzing the graduates perceptions in relation to the knowledge acquired from a specialization for the training of teachers. The research involved 03 specialization classes of the following years: 2015, with 32 students; 2016, with 25 students and 2017, with 15 students, totaling 72 students graduated. The data were collected from a questionnaire with open and closed questions that allowed the analysis of content from the perspective of Bardin (2011) with the help of Atlas Ti software. Data analysis allowed us to identify that pedagogical knowledge is essential to be able to experience teaching in the face of its complexity. Knowledge that allows the teacher to be in the classroom to be able to use different teaching methodologies.
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spelling Training of teachers to act in Higher, Technological and Technical EducationFormación de profesores para actuar en la Enseñanza Superior, Tecnológico y TécnicoFormação de professores para atuar no Ensino Superior, Tecnológico e TécnicoTeacher trainingContinuing educationPedagogical knowledgeFormación de profesoresFormación continuaConocimiento pedagógicoFormação de professoresFormação continuadaConhecimento pedagógico.This article presents a qualitative research of the type of case study that was carried out with professionals from several areas of knowledge, graduates who have carried out a continuous formation, a specialization denominated Training of Teachers to act in Higher Education, Technological and Technical. The research problem that guided the research followed the following question: What are the perceptions that graduates of a continuing formation had about the knowledge acquired for the exercise of teaching? The research carried out had the objective of analyzing the graduates perceptions in relation to the knowledge acquired from a specialization for the training of teachers. The research involved 03 specialization classes of the following years: 2015, with 32 students; 2016, with 25 students and 2017, with 15 students, totaling 72 students graduated. The data were collected from a questionnaire with open and closed questions that allowed the analysis of content from the perspective of Bardin (2011) with the help of Atlas Ti software. Data analysis allowed us to identify that pedagogical knowledge is essential to be able to experience teaching in the face of its complexity. Knowledge that allows the teacher to be in the classroom to be able to use different teaching methodologies.Este artículo presenta una investigación de abordaje cualitativo del tipo estudio de caso que fue realizado con profesionales de diversas áreas del conocimiento, egresados que realizaron una formación continuada, una especialización denominada Formación de Profesores para actuar en la Enseñanza Superior, Tecnológico y Técnico. El problema de investigación que orientó la investigación siguió el siguiente cuestionamiento: ¿Cuáles son las percepciones que los egresados de una formación continuada tuvieron sobre el conocimiento adquirido para el ejercicio de la docencia? La investigación realizada tuvo el objetivo de analizar las percepciones de los egresados en relación al conocimiento adquirido a partir de una especialización para la formación de profesores. La investigación involucró a tres grupos de la especialización de los siguientes años: 2015, con 32 alumnos; 2016, con 25 alumnos y 2017, con 15 alumnos, totalizando 72 alumnos egresados investigados. Los datos fueron recolectados a partir de un cuestionario con preguntas abiertas y cerradas que permitieron realizar el análisis de contenido en la perspectiva de Bardin (2011) con la ayuda del software Atlas Ti. El análisis de datos permitió identificar que el conocimiento pedagógico es esencial para poder vivir la docencia ante su complejidad. Conocimiento que permite que el profesor pueda estar en el aula para poder utilizar diferentes metodologías de enseñanza.Este artigo apresenta uma pesquisa de abordagem qualitativa do tipo estudo de caso que foi realizada com profissionais de diversas áreas do conhecimento, egressos que realizaram uma formação continuada, uma especialização denominada Formação de Professores, para atuar no Ensino Superior, Tecnológico e Técnico. O problema de pesquisa que orientou a investigação seguiu o seguinte questionamento: Quais são as percepções que os egressos de uma formação continuada tiveram sobre o conhecimento adquirido para o exercício da docência? A investigação realizada teve o objetivo de analisar as percepções dos egressos em relação ao conhecimento adquirido a partir de uma especialização para a formação de professores. A pesquisa envolveu 03 turmas da especialização dos seguintes anos: 2015, com 32 alunos; 2016, com 25 alunos e 2017, com 15 alunos, totalizando 72 alunos egressos investigados. Os dados foram coletados a partir de um questionário com perguntas abertas e fechadas que permitiram realizar a análise de conteúdo na perspectiva de Bardin (2011), com o auxílio do software Atlas Ti. A análise de dados permitiu identificar que o conhecimento pedagógico é essencial para poder vivenciar a docência diante da sua complexidade. Conhecimento este que permite que o professor possa estar em sala de aula para poder utilizar diferentes metodologias de ensino.Faculdade de Ciências e Letras/Unesp2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAbordagem qualitativaapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1113210.21723/riaee.v14i1.11132Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 123-137Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 123-1371982-55872446-860610.21723/riaee.v14i1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7881https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7882https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7975Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessLima Ferreira, Jacques deBehrens, Marilda AparecidaMarinho Teixeira, Alexandre2019-06-25T00:29:40Zoai:ojs.pkp.sfu.ca:article/11132Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2019-06-25T00:29:40Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Training of teachers to act in Higher, Technological and Technical Education
Formación de profesores para actuar en la Enseñanza Superior, Tecnológico y Técnico
Formação de professores para atuar no Ensino Superior, Tecnológico e Técnico
title Training of teachers to act in Higher, Technological and Technical Education
spellingShingle Training of teachers to act in Higher, Technological and Technical Education
Lima Ferreira, Jacques de
Teacher training
Continuing education
Pedagogical knowledge
Formación de profesores
Formación continua
Conocimiento pedagógico
Formação de professores
Formação continuada
Conhecimento pedagógico.
title_short Training of teachers to act in Higher, Technological and Technical Education
title_full Training of teachers to act in Higher, Technological and Technical Education
title_fullStr Training of teachers to act in Higher, Technological and Technical Education
title_full_unstemmed Training of teachers to act in Higher, Technological and Technical Education
title_sort Training of teachers to act in Higher, Technological and Technical Education
author Lima Ferreira, Jacques de
author_facet Lima Ferreira, Jacques de
Behrens, Marilda Aparecida
Marinho Teixeira, Alexandre
author_role author
author2 Behrens, Marilda Aparecida
Marinho Teixeira, Alexandre
author2_role author
author
dc.contributor.author.fl_str_mv Lima Ferreira, Jacques de
Behrens, Marilda Aparecida
Marinho Teixeira, Alexandre
dc.subject.por.fl_str_mv Teacher training
Continuing education
Pedagogical knowledge
Formación de profesores
Formación continua
Conocimiento pedagógico
Formação de professores
Formação continuada
Conhecimento pedagógico.
topic Teacher training
Continuing education
Pedagogical knowledge
Formación de profesores
Formación continua
Conocimiento pedagógico
Formação de professores
Formação continuada
Conhecimento pedagógico.
description This article presents a qualitative research of the type of case study that was carried out with professionals from several areas of knowledge, graduates who have carried out a continuous formation, a specialization denominated Training of Teachers to act in Higher Education, Technological and Technical. The research problem that guided the research followed the following question: What are the perceptions that graduates of a continuing formation had about the knowledge acquired for the exercise of teaching? The research carried out had the objective of analyzing the graduates perceptions in relation to the knowledge acquired from a specialization for the training of teachers. The research involved 03 specialization classes of the following years: 2015, with 32 students; 2016, with 25 students and 2017, with 15 students, totaling 72 students graduated. The data were collected from a questionnaire with open and closed questions that allowed the analysis of content from the perspective of Bardin (2011) with the help of Atlas Ti software. Data analysis allowed us to identify that pedagogical knowledge is essential to be able to experience teaching in the face of its complexity. Knowledge that allows the teacher to be in the classroom to be able to use different teaching methodologies.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Abordagem qualitativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132
10.21723/riaee.v14i1.11132
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132
identifier_str_mv 10.21723/riaee.v14i1.11132
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7881
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7882
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11132/7975
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 1, jan./mar.; 123-137
Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 1, jan./mar.; 123-137
1982-5587
2446-8606
10.21723/riaee.v14i1
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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