Os conflitos de licenciandos e o desenvolvimento profissional docente
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28302 |
Resumo: | Learning to teach requires on the part of the future teachers the development of attitudes, values, and knowledges proper to the teaching activity, constituting a complex process that has to be put in motion by the licentiateship courses. The present study starts from the premise that the licentiateship student experiences conflicts during this process, which are possibly intensified by the changes that the teaching profession has undergone, changes that for some configure a crisis. Previous studies, based on Jean Piaget's theory, indicate that the ways to perceive and resolve conflicts vary among working teachers and that the way to deal with professional situations is not always related to career time, but to levels of construction of the teaching activity. Thus, the study sought to find out whether there are conflicts among teachers in preparation, and if the way to solve them can be related to the acquisition of professionalism. To that end, licentiateship students responded to a questionnaire and an interview based on hypothetical stories involving situations that were capable of producing conflicts related to issues such as teacher authority, professional autonomy, and pedagogical choices, among others. Understanding how the licentiateship students interpreted and dealt with - or failed to deal with - such conflicts offered clues as to the levels of construction of professionalism by the subjects, even if they had not yet concluded their courses. To recognize the existence of these levels opens up ways to rethink teacher education in licentiateships, so as to offer conditions for the students to develop further, into a higher level of professionalism, still during their initial training. |
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Os conflitos de licenciandos e o desenvolvimento profissional docente The conflicts of licentiateship students and teachers professional development ConflitoPrática educativaLicenciaturaDesenvolvimento profissionalConflictEducative practiceLicentiateshipProfessional development Learning to teach requires on the part of the future teachers the development of attitudes, values, and knowledges proper to the teaching activity, constituting a complex process that has to be put in motion by the licentiateship courses. The present study starts from the premise that the licentiateship student experiences conflicts during this process, which are possibly intensified by the changes that the teaching profession has undergone, changes that for some configure a crisis. Previous studies, based on Jean Piaget's theory, indicate that the ways to perceive and resolve conflicts vary among working teachers and that the way to deal with professional situations is not always related to career time, but to levels of construction of the teaching activity. Thus, the study sought to find out whether there are conflicts among teachers in preparation, and if the way to solve them can be related to the acquisition of professionalism. To that end, licentiateship students responded to a questionnaire and an interview based on hypothetical stories involving situations that were capable of producing conflicts related to issues such as teacher authority, professional autonomy, and pedagogical choices, among others. Understanding how the licentiateship students interpreted and dealt with - or failed to deal with - such conflicts offered clues as to the levels of construction of professionalism by the subjects, even if they had not yet concluded their courses. To recognize the existence of these levels opens up ways to rethink teacher education in licentiateships, so as to offer conditions for the students to develop further, into a higher level of professionalism, still during their initial training. Aprender a ensinar requer o desenvolvimento de atitudes, valores e conhecimentos próprios da docência por parte dos futuros professores, constituindo-se em um processo complexo a ser desencadeado pelas licenciaturas. Este estudo parte da premissa de que o licenciando vivencia conflitos ao longo de tal processo, os quais são possivelmente agravados pelas mudanças que a profissão docente tem sofrido, mudanças estas que, para alguns, configuram uma crise. Estudos anteriores, apoiados na teoria de Jean Piaget, indicam que a forma de perceber e resolver conflitos por professores em exercício é diferente entre os sujeitos, e que nem sempre o modo de lidar com as situações profissionais está relacionado ao tempo de carreira, mas sim a níveis de construção da docência. Assim, buscou-se saber se existem conflitos entre os professores em formação e se a forma de resolvê-los relaciona-se à aquisição da profissionalidade. Para tanto, licenciandos responderam a questionário e entrevista a partir de histórias hipotéticas envolvendo situações potencialmente geradoras de conflitos relativos a questões como autoridade docente, autonomia profissional e escolhas pedagógicas, entre outras. A compreensão da forma como os licenciandos interpretavam e enfrentavam - ou não - tais conflitos ofereceu indícios de níveis de construção da profissionalidade pelos sujeitos, mesmo que ainda não formados. Reconhecer a existência desses níveis abre caminhos para repensar a formação de professores nas licenciaturas, a fim de que se propiciem condições para que o licenciando desenvolva-se a um patamar superior de profissionalidade ainda durante a formação inicial. Universidade de São Paulo. Faculdade de Educação2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2830210.1590/S1517-97022011000400008Educação e Pesquisa; v. 37 n. 4 (2011); 793-808Educação e Pesquisa; Vol. 37 No. 4 (2011); 793-808Educação e Pesquisa; Vol. 37 Núm. 4 (2011); 793-8081678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28302/30155Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMassabni, Vânia G.2014-10-24T15:50:06Zoai:revistas.usp.br:article/28302Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:50:06Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Os conflitos de licenciandos e o desenvolvimento profissional docente The conflicts of licentiateship students and teachers professional development |
title |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
spellingShingle |
Os conflitos de licenciandos e o desenvolvimento profissional docente Massabni, Vânia G. Conflito Prática educativa Licenciatura Desenvolvimento profissional Conflict Educative practice Licentiateship Professional development |
title_short |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
title_full |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
title_fullStr |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
title_full_unstemmed |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
title_sort |
Os conflitos de licenciandos e o desenvolvimento profissional docente |
author |
Massabni, Vânia G. |
author_facet |
Massabni, Vânia G. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Massabni, Vânia G. |
dc.subject.por.fl_str_mv |
Conflito Prática educativa Licenciatura Desenvolvimento profissional Conflict Educative practice Licentiateship Professional development |
topic |
Conflito Prática educativa Licenciatura Desenvolvimento profissional Conflict Educative practice Licentiateship Professional development |
description |
Learning to teach requires on the part of the future teachers the development of attitudes, values, and knowledges proper to the teaching activity, constituting a complex process that has to be put in motion by the licentiateship courses. The present study starts from the premise that the licentiateship student experiences conflicts during this process, which are possibly intensified by the changes that the teaching profession has undergone, changes that for some configure a crisis. Previous studies, based on Jean Piaget's theory, indicate that the ways to perceive and resolve conflicts vary among working teachers and that the way to deal with professional situations is not always related to career time, but to levels of construction of the teaching activity. Thus, the study sought to find out whether there are conflicts among teachers in preparation, and if the way to solve them can be related to the acquisition of professionalism. To that end, licentiateship students responded to a questionnaire and an interview based on hypothetical stories involving situations that were capable of producing conflicts related to issues such as teacher authority, professional autonomy, and pedagogical choices, among others. Understanding how the licentiateship students interpreted and dealt with - or failed to deal with - such conflicts offered clues as to the levels of construction of professionalism by the subjects, even if they had not yet concluded their courses. To recognize the existence of these levels opens up ways to rethink teacher education in licentiateships, so as to offer conditions for the students to develop further, into a higher level of professionalism, still during their initial training. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-01 |
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://www.revistas.usp.br/ep/article/view/28302 10.1590/S1517-97022011000400008 |
url |
https://www.revistas.usp.br/ep/article/view/28302 |
identifier_str_mv |
10.1590/S1517-97022011000400008 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28302/30155 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 37 n. 4 (2011); 793-808 Educação e Pesquisa; Vol. 37 No. 4 (2011); 793-808 Educação e Pesquisa; Vol. 37 Núm. 4 (2011); 793-808 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808716791808 |