Teaching self-formation of university professor
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/24814 |
Resumo: | This article is part of a master's-level research, linked to the Graduate Program in Science and Mathematics Teaching, at the Franciscana University, located in Santa Maria – Rio Grande do Sul. The investigation aimed to understand the challenges encountered by senior university professors, in the area of mathematics, in the construction of their professional identity, regarding the self-formation process. The research was developed through a qualitative approach, with Multiple Case Study based on Yin (2005). The theoretical framework that supported this research was Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999; 2009); Isaia (2006); Novoa (2009). The development of the research is based on the study of university professors with a long professional trajectory, who are based on the process of self-training, on rethinking pedagogical practice, on the context and on internal and external factors. It was concluded that the process of self-education, nowadays, is essential, given the dynamics of teaching work, in order to give new meaning to their practice in the classroom. The research resulted in the understanding that teachers are unique professionals, as they build their identity based on their views on their experiences and challenges. |
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Teaching self-formation of university professorAutoformación docente del profesor universitário Autoformação docente do professor universitário AutoformaçãoProfessor universitárioSêniorEnsino.AutoformaciónProfesor UniversitarioSeniorEnseñanza.Self-formationCollege professorSeniorTeaching.This article is part of a master's-level research, linked to the Graduate Program in Science and Mathematics Teaching, at the Franciscana University, located in Santa Maria – Rio Grande do Sul. The investigation aimed to understand the challenges encountered by senior university professors, in the area of mathematics, in the construction of their professional identity, regarding the self-formation process. The research was developed through a qualitative approach, with Multiple Case Study based on Yin (2005). The theoretical framework that supported this research was Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999; 2009); Isaia (2006); Novoa (2009). The development of the research is based on the study of university professors with a long professional trajectory, who are based on the process of self-training, on rethinking pedagogical practice, on the context and on internal and external factors. It was concluded that the process of self-education, nowadays, is essential, given the dynamics of teaching work, in order to give new meaning to their practice in the classroom. The research resulted in the understanding that teachers are unique professionals, as they build their identity based on their views on their experiences and challenges.Este artículo es parte de una investigación a nivel de maestría, vinculada al Programa de Posgrado en Enseñanza de Ciencias y Matemáticas, de la Universidad Franciscana, localizada en Santa Maria - Rio Grande do Sul. La investigación tuvo como objetivo comprender los desafíos encontrados por profesores universitarios senior, en el área de las matemáticas, en la construcción de su identidad profesional, en lo que se refiere al proceso autoformativo. La investigación fue desarrollada por medio de un abordaje cualitativo, con Estudio de Casos Múltiples basados en Yin (2005). El referente teórico que basó esta investigación fue Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999; 2009); Isaia (2006); Nóvoa (2009). El desarrollo de la investigación parte del estudio de profesores universitarios de larga trayectoria profesional, los cuales se basan en el proceso de autoformación, en el repensar sobre la práctica pedagógica, en el contexto y en los factores internos y externos. Se concluyó que el proceso de autoformarse, en la actualidad, es imprescindible, delante de la dinámica del trabajo docente, para así resignificar su práctica en aula. La investigación resultó en la comprensión de que los profesores son profesionales singulares, pues construyen su identidad a partir de sus miradas sobre sus vivencias y desafíos.Este artigo é parte de uma pesquisa em nível de mestrado, vinculado ao Programa de Pós-graduação em Ensino de Ciências e Matemática, da Universidade Franciscana, localizada em Santa Maria – Rio Grande do Sul. A investigação teve como objetivo compreender os desafios encontrados por professores universitários sêniores, na área da matemática, na construção da sua identidade profissional, no que tange ao processo autoformativo. A pesquisa foi desenvolvida por meio de uma abordagem qualitativa, com Estudo de Casos Múltiplos baseados em Yin (2005). O referencial teórico que embasou esta pesquisa foi Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999; 2009); Isaia (2006); Nóvoa (2009). O desenvolvimento da pesquisa parte do estudo de professores universitários de longa trajetória profissional, os quais se basearem no processo de autoformação, no repensar sobre a prática pedagógica, no contexto e nos fatores internos e externos. Concluiu-se que o processo de se autoformar, na atualidade, é imprescindível, diante da dinâmica do trabalho docente, para assim ressignificar sua prática em sala de aula. A pesquisa resultou na compreensão de que professores são profissionais singulares, pois constroem sua identidade a partir dos seus olhares sobres suas vivências e desafios.Research, Society and Development2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2481410.33448/rsd-v11i1.24814Research, Society and Development; Vol. 11 No. 1; e3611124814Research, Society and Development; Vol. 11 Núm. 1; e3611124814Research, Society and Development; v. 11 n. 1; e36111248142525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/24814/21603Copyright (c) 2022 Denise da Rosa Girondi; Janilse Fernades Nuneshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGirondi, Denise da RosaNunes, Janilse Fernades 2022-01-16T18:08:18Zoai:ojs.pkp.sfu.ca:article/24814Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:15.122663Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teaching self-formation of university professor Autoformación docente del profesor universitário Autoformação docente do professor universitário |
title |
Teaching self-formation of university professor |
spellingShingle |
Teaching self-formation of university professor Girondi, Denise da Rosa Autoformação Professor universitário Sênior Ensino. Autoformación Profesor Universitario Senior Enseñanza. Self-formation College professor Senior Teaching. |
title_short |
Teaching self-formation of university professor |
title_full |
Teaching self-formation of university professor |
title_fullStr |
Teaching self-formation of university professor |
title_full_unstemmed |
Teaching self-formation of university professor |
title_sort |
Teaching self-formation of university professor |
author |
Girondi, Denise da Rosa |
author_facet |
Girondi, Denise da Rosa Nunes, Janilse Fernades |
author_role |
author |
author2 |
Nunes, Janilse Fernades |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Girondi, Denise da Rosa Nunes, Janilse Fernades |
dc.subject.por.fl_str_mv |
Autoformação Professor universitário Sênior Ensino. Autoformación Profesor Universitario Senior Enseñanza. Self-formation College professor Senior Teaching. |
topic |
Autoformação Professor universitário Sênior Ensino. Autoformación Profesor Universitario Senior Enseñanza. Self-formation College professor Senior Teaching. |
description |
This article is part of a master's-level research, linked to the Graduate Program in Science and Mathematics Teaching, at the Franciscana University, located in Santa Maria – Rio Grande do Sul. The investigation aimed to understand the challenges encountered by senior university professors, in the area of mathematics, in the construction of their professional identity, regarding the self-formation process. The research was developed through a qualitative approach, with Multiple Case Study based on Yin (2005). The theoretical framework that supported this research was Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999; 2009); Isaia (2006); Novoa (2009). The development of the research is based on the study of university professors with a long professional trajectory, who are based on the process of self-training, on rethinking pedagogical practice, on the context and on internal and external factors. It was concluded that the process of self-education, nowadays, is essential, given the dynamics of teaching work, in order to give new meaning to their practice in the classroom. The research resulted in the understanding that teachers are unique professionals, as they build their identity based on their views on their experiences and challenges. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 |
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://rsdjournal.org/index.php/rsd/article/view/24814 10.33448/rsd-v11i1.24814 |
url |
https://rsdjournal.org/index.php/rsd/article/view/24814 |
identifier_str_mv |
10.33448/rsd-v11i1.24814 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/24814/21603 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Denise da Rosa Girondi; Janilse Fernades Nunes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Denise da Rosa Girondi; Janilse Fernades Nunes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 1; e3611124814 Research, Society and Development; Vol. 11 Núm. 1; e3611124814 Research, Society and Development; v. 11 n. 1; e3611124814 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052701108862976 |