Teacher training for technical professional education: challenges and perspectives

Detalhes bibliográficos
Autor(a) principal: Moreira, Cesar dos Santos
Data de Publicação: 2020
Outros Autores: Coelho, Luciana Torres Bessa, Vieira Junior, Niltom
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/10941
Resumo: It was discussed about the initial and continuing pedagogical training of non-licensed teachers, for the pedagogical action in technical and professional education, as well as the importance of the school as a locus of continuing education, an essential aspect in the professional development of the teacher and the school itself. The importance of this work is the need to understand the references - personal, academic and professional - that guide the pedagogical practices of teachers. The analysis of the data collected with the application of a structured questionnaire with teachers from an IFMG campus, it was noticed that most teachers recognize the importance of pedagogical training for educational action in the classroom. However, it is evident that pedagogical training is not yet a dimension valued by non-licensed teachers, considering the academic data contained in the Lattes curricula and the low adherence of these teachers to the teaching training offered by the Institution, in accordance with CNE/CEB Resolution 6/2012. It is understood that the initial and continued didactic-pedagogical training is the most assertive way to face the challenges present in the teaching-learning process, as well as to strengthen the pedagogical practice and for the professional development of the teacher and the school.
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spelling Teacher training for technical professional education: challenges and perspectivesFormación docente para la formación profesional técnica: retos y perspectivasFormação de professores para a educação profissional técnica: desafios e perspectivasTeachingTeacher trainingContinuing educationIn-service trainingTechnical and professional education.EnsinoFormação de professoresEducação continuadaFormação em serviçoEducação técnica e profissional.EnsenãnzaFormación de profesoresEducación contínuaEntrenamiento en servicioEducación técnica y profesional.It was discussed about the initial and continuing pedagogical training of non-licensed teachers, for the pedagogical action in technical and professional education, as well as the importance of the school as a locus of continuing education, an essential aspect in the professional development of the teacher and the school itself. The importance of this work is the need to understand the references - personal, academic and professional - that guide the pedagogical practices of teachers. The analysis of the data collected with the application of a structured questionnaire with teachers from an IFMG campus, it was noticed that most teachers recognize the importance of pedagogical training for educational action in the classroom. However, it is evident that pedagogical training is not yet a dimension valued by non-licensed teachers, considering the academic data contained in the Lattes curricula and the low adherence of these teachers to the teaching training offered by the Institution, in accordance with CNE/CEB Resolution 6/2012. It is understood that the initial and continued didactic-pedagogical training is the most assertive way to face the challenges present in the teaching-learning process, as well as to strengthen the pedagogical practice and for the professional development of the teacher and the school.Se discutió sobre la formación pedagógica inicial y continua de los docentes no titulados para la acción pedagógica en la educación técnica y profesional, así como la importancia de la escuela como locus de la educación continua, aspecto fundamental en el desarrollo profesional del docente y de la propia escuela. La importancia de este trabajo radica en la necesidad de comprender los referentes - personales, académicos y profesionales - que orientan las prácticas pedagógicas de los docentes. En el análisis de los datos recolectados con la aplicación de un cuestionario estructurado con docentes en un campus de la IFMG, se notó que la mayoría de docentes reconocen la importancia de la formación pedagógica para la acción educativa en el aula. Sin embargo, es evidente que la formación pedagógica aún no es una dimensión valorada por los docentes sin licencia, considerando los datos académicos contenidos en los currículos Lattes y la baja adherencia de estos docentes a la formación docente que ofrece la Institución, de acuerdo con la Resolución CNE/CEB 6/2012. Se entiende que la formación didáctico-pedagógica inicial y continuada es la vía más asertiva para enfrentar los desafíos presentes en el proceso de enseñanza-aprendizaje, así como para fortalecer la práctica pedagógica y para el desarrollo profesional del docente y la escuela.Discutiu-se acerca da formação pedagógica inicial e continuada de professores não licenciados para a ação pedagógica na educação técnica e profissional, assim como a importância da escola como locus da formação continuada, aspecto essencial no desenvolvimento profissional do professor e da própria escola. A importância desse trabalho está na necessidade de compreensão dos referenciais - pessoais, acadêmicas e profissionais - que norteiam as práticas pedagógicas dos docentes. A da análise dos dados coletados com a aplicação de um questionário estruturado junto aos professores de um campus do IFMG, percebeu-se que a maioria dos docentes reconhecem a importância da formação pedagógica para a ação educativa em sala de aula. Porém, evidencia-se que a formação pedagógica ainda não é uma dimensão valorizada pelos professores não licenciados, considerando-se os dados acadêmicos constantes nos currículos Lattes e a baixa adesão desses docentes à formação em Docência ofertada pela Instituição, em atenção à Resolução CNE/CEB 6/2012. Compreende-se que a formação didático-pedagógica inicial e continuada é o caminho mais assertivo para enfrentamento dos desafios presentes no processo de ensino-aprendizagem, assim como para fortalecimento da prática pedagógica e para o desenvolvimento profissional do docente e da escola.Research, Society and Development2020-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1094110.33448/rsd-v9i12.10941Research, Society and Development; Vol. 9 No. 12; e21891210941Research, Society and Development; Vol. 9 Núm. 12; e21891210941Research, Society and Development; v. 9 n. 12; e218912109412525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/10941/9847Copyright (c) 2020 Cesar dos Santos Moreira; Luciana Torres Bessa Coelho; Niltom Vieira Juniorhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoreira, Cesar dos Santos Coelho, Luciana Torres BessaVieira Junior, Niltom2020-12-30T23:32:22Zoai:ojs.pkp.sfu.ca:article/10941Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:32:53.392326Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teacher training for technical professional education: challenges and perspectives
Formación docente para la formación profesional técnica: retos y perspectivas
Formação de professores para a educação profissional técnica: desafios e perspectivas
title Teacher training for technical professional education: challenges and perspectives
spellingShingle Teacher training for technical professional education: challenges and perspectives
Moreira, Cesar dos Santos
Teaching
Teacher training
Continuing education
In-service training
Technical and professional education.
Ensino
Formação de professores
Educação continuada
Formação em serviço
Educação técnica e profissional.
Ensenãnza
Formación de profesores
Educación contínua
Entrenamiento en servicio
Educación técnica y profesional.
title_short Teacher training for technical professional education: challenges and perspectives
title_full Teacher training for technical professional education: challenges and perspectives
title_fullStr Teacher training for technical professional education: challenges and perspectives
title_full_unstemmed Teacher training for technical professional education: challenges and perspectives
title_sort Teacher training for technical professional education: challenges and perspectives
author Moreira, Cesar dos Santos
author_facet Moreira, Cesar dos Santos
Coelho, Luciana Torres Bessa
Vieira Junior, Niltom
author_role author
author2 Coelho, Luciana Torres Bessa
Vieira Junior, Niltom
author2_role author
author
dc.contributor.author.fl_str_mv Moreira, Cesar dos Santos
Coelho, Luciana Torres Bessa
Vieira Junior, Niltom
dc.subject.por.fl_str_mv Teaching
Teacher training
Continuing education
In-service training
Technical and professional education.
Ensino
Formação de professores
Educação continuada
Formação em serviço
Educação técnica e profissional.
Ensenãnza
Formación de profesores
Educación contínua
Entrenamiento en servicio
Educación técnica y profesional.
topic Teaching
Teacher training
Continuing education
In-service training
Technical and professional education.
Ensino
Formação de professores
Educação continuada
Formação em serviço
Educação técnica e profissional.
Ensenãnza
Formación de profesores
Educación contínua
Entrenamiento en servicio
Educación técnica y profesional.
description It was discussed about the initial and continuing pedagogical training of non-licensed teachers, for the pedagogical action in technical and professional education, as well as the importance of the school as a locus of continuing education, an essential aspect in the professional development of the teacher and the school itself. The importance of this work is the need to understand the references - personal, academic and professional - that guide the pedagogical practices of teachers. The analysis of the data collected with the application of a structured questionnaire with teachers from an IFMG campus, it was noticed that most teachers recognize the importance of pedagogical training for educational action in the classroom. However, it is evident that pedagogical training is not yet a dimension valued by non-licensed teachers, considering the academic data contained in the Lattes curricula and the low adherence of these teachers to the teaching training offered by the Institution, in accordance with CNE/CEB Resolution 6/2012. It is understood that the initial and continued didactic-pedagogical training is the most assertive way to face the challenges present in the teaching-learning process, as well as to strengthen the pedagogical practice and for the professional development of the teacher and the school.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-19
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/10941
10.33448/rsd-v9i12.10941
url https://rsdjournal.org/index.php/rsd/article/view/10941
identifier_str_mv 10.33448/rsd-v9i12.10941
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/10941/9847
dc.rights.driver.fl_str_mv Copyright (c) 2020 Cesar dos Santos Moreira; Luciana Torres Bessa Coelho; Niltom Vieira Junior
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Cesar dos Santos Moreira; Luciana Torres Bessa Coelho; Niltom Vieira Junior
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. 9 No. 12; e21891210941
Research, Society and Development; Vol. 9 Núm. 12; e21891210941
Research, Society and Development; v. 9 n. 12; e21891210941
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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