Formação docente: contribuições da formação inicial para a construção da identidade profissional
Arquivos
Data
2013-10-29
Autores
Pinto, Andréia Guilhen [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta dissertação, vinculada à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pósgraduação em Educação da FCT/UNESP, apresentam-se os resultados de um estudo que teve como preocupação central a discussão sobre a formação inicial de professores. O interesse em discutir o assunto surgiu a partir de uma pesquisa de Iniciação Científica (PIBIC/CNPQ), cujos dados preliminares indicaram que grande número de estudantes cursam Pedagogia por falta de opção ou porque foram aprovados no vestibular, sendo que alguns sequer sabem explicar as razões desta escolha, o que sugere falta de interesse pelo curso e pela profissão docente. Com base nessa constatação, o objetivo geral deste trabalho foi investigar o processo de formação inicial de professores indagando acerca de sua influência na (re)construção das representações sociais sobre a profissão docente, os futuros alunos e a escola e analisar a construção da identidade profissional pelos estudantes do curso de Pedagogia. Para tanto, foi realizada uma comparação das respostas dadas pelos estudantes no início do curso de Pedagogia e nos últimos anos deste. O mesmo questionário aplicado aos estudantes do 1° e 2° anos, que participaram do projeto de Iniciação Científica em 2009, foi aplicado aos estudantes de 3° e 4° anos matriculados em 2011. O tratamento e a análise dos dados deram-se através de uma abordagem qualitativa, utilizando-se a Análise de Conteúdo à luz de Laurence Bardin. As questões fechadas do questionário foram tratadas com o auxílio do software SPSS...
This dissertation research shows the results linked about the study to Public Policies, School Organization and Teacher Training of the Course Postgraduate Education FCT/UNESP, titled: Docente formation: contributions of initial training for the (re) construction of professional identity, having as a main concern the discussion of initial teacher formation. The interest in discussing this subject came from a survey of Undergraduate Research (PIBIC/CNPq) that preliminary data indicated that large numbers of students studying Pedagogy for lack of choice because they have passed the entrance exam and some even know how to explain the reasons for this choice, which suggests a lack of interest in the course and the teaching profession. Based on this observation, the objective of this study was to investigate the process of initial teacher inquiring about their influence on the ( re) construction of social representations of the teaching profession , prospective students and the school and analyze the construction of professional identity by students of Pedagogy. Therefore, a comparison of the answers given by the students early in the course of Pedagogy and in recent years this has been accomplished. The same questionnaire given to the students of the 1st and 2nd years, who participated in the project of Scientific Initiation in 2009, was applied to the students of 3rd and 4th years enrolled in 2011. Treatment and data analysis is given through a qualitative approach, using content analysis in the light of Laurence Bardin. Closed questions of the questionnaire were treated with the SPSS software...
This dissertation research shows the results linked about the study to Public Policies, School Organization and Teacher Training of the Course Postgraduate Education FCT/UNESP, titled: Docente formation: contributions of initial training for the (re) construction of professional identity, having as a main concern the discussion of initial teacher formation. The interest in discussing this subject came from a survey of Undergraduate Research (PIBIC/CNPq) that preliminary data indicated that large numbers of students studying Pedagogy for lack of choice because they have passed the entrance exam and some even know how to explain the reasons for this choice, which suggests a lack of interest in the course and the teaching profession. Based on this observation, the objective of this study was to investigate the process of initial teacher inquiring about their influence on the ( re) construction of social representations of the teaching profession , prospective students and the school and analyze the construction of professional identity by students of Pedagogy. Therefore, a comparison of the answers given by the students early in the course of Pedagogy and in recent years this has been accomplished. The same questionnaire given to the students of the 1st and 2nd years, who participated in the project of Scientific Initiation in 2009, was applied to the students of 3rd and 4th years enrolled in 2011. Treatment and data analysis is given through a qualitative approach, using content analysis in the light of Laurence Bardin. Closed questions of the questionnaire were treated with the SPSS software...
Descrição
Palavras-chave
Educação, Educação - Estudo e ensino, Representações sociais, Professores - Formação, Identidade profissional, Education
Como citar
PINTO, Andréia Guilhen. Formação docente: contribuições da formação inicial para a construção da identidade profissional. 2013. 196 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Tecnologia, 2013.