Formação e desenvolvimento profissional de docentes que atuam em escolas partuiculares de Aracaju

Resumo

This study looked for evidence of the professional development of teachers at three private schools in Aracaju. We sought to draw up a profile of the teachers at these schools, to find out about specificities in the professional trajectories and professional development of these teachers who work in elementary school in the final years. This thesis used as a guiding reference the ideas and concepts developed by Carlos Marcelo García, who highlights possible types of training, not just training for the whole school, but more extensive training carried out in a social and political context. Looking at the objectives proposed for this investigation, the study started primarily from the perceptions of the teachers and coordinators. One hundred and twenty-five teachers took part in this study, answering a questionnaire and an interview (1st phase of the study), and twelve School Coordinators were interviewed (2nd phase). I defend the following thesis: Continuing teacher training carried out in private schools is a viable parameter for knowledge orientation and professional development, becoming a reference for the construction and organization of training processes, planned, organized and evaluated in other educational institutions. The research followed a qualitative approach. As for the nature of the research, it is basic, as it aims to generate new knowledge, its objective is exploratory, this type of research aims to provide greater familiarity with the problem, the research method is interpretive, we work with educational research. It is understood that getting to know the models of teacher professional development indicated by Marcelo García could be one of the possible ways of trying to present new perspectives in teacher training, as well as contributing to the presentation of models that are still not widely disseminated by trainers, whether in initial training courses or postgraduate courses, or by those who work with teachers in their workplaces. These models can contribute to understanding the different ways in which teachers learn to teach in their training processes. The results indicate the presence of signs of professional development in teaching, where it was possible to extract five characteristics from the responses of those investigated that represent fundamental points of development, such as adapting to changes and innovations; describing problem-solving in the teaching and learning process; quotes referring to constant teamwork; as well as mentions of dedication and commitment to monitoring student learning. In addition, the data generally pointed to an approach to training processes, to teachers recognizing the interest and importance of training at an individual level, as well as its relationship to professional improvement and development. With regard to professional development opportunities, teachers have a very positive view. On the basis of these analyses, it can be concluded that the model which the schools surveyed fit into, according to Marcelo García's definitions, is based on the processes of observation/supervision and mutual professional support, and the model observed according to the teachers' statements is that of professional development through training courses. Therefore, there is evidence of professional development in the schools surveyed.

Metadados

Veículo

Pós-Graduação em Educação

Orientação

Luiz Anselmo Menezes Santos

Acervo

Teses e dissertações (BDTD/UFS)

Ano

2024

Idioma

por

Tipo

Tese

Texto completo

https://ri.ufs.br/jspui/handle/riufs/20736

Palavras-chave

Educação (estudo e ensino) · Aracaju · Sergipe · Escolas particulares · Desenvolvimento profissional · Formação docente · Formação continuada · Ensino fundamental anos finais · Professional development · Teacher training · Continuing education · Private schools · Primary education final years · Desarrollo profesional · Formación docente · Educación continuada · Escuelas particulares · Años finales de la enseñanza primaria · CIENCIAS HUMANAS::EDUCACAO

Fonte do metadado

ri-ufs

Exportar citação

@misc{santos2024formacao,
  title   = {Formação e desenvolvimento profissional de docentes que atuam em escolas partuiculares de Aracaju},
  author  = {Antonio Hamilton dos Santos},
  year    = {2024},
  journal = {Pós-Graduação em Educação},
  url     = {https://ri.ufs.br/jspui/handle/riufs/20736},
}

TY  - GEN
AU  - Antonio Hamilton dos Santos
TI  - Formação e desenvolvimento profissional de docentes que atuam em escolas partuiculares de Aracaju
PY  - 2024
JO  - Pós-Graduação em Educação
UR  - https://ri.ufs.br/jspui/handle/riufs/20736
AB  - This study looked for evidence of the professional development of teachers at three private schools in Aracaju. We sought to draw up a profile of the teachers at these schools, to find out about specificities in the professional trajectories and professional development of these teachers who work in elementary school in the final years. This thesis used as a guiding reference the ideas and concepts developed by Carlos Marcelo García, who highlights possible types of training, not just training for the whole school, but more extensive training carried out in a social and political context. Looking at the objectives proposed for this investigation, the study started primarily from the perceptions of the teachers and coordinators. One hundred and twenty-five teachers took part in this study, answering a questionnaire and an interview (1st phase of the study), and twelve School Coordinators were interviewed (2nd phase). I defend the following thesis: Continuing teacher training carried out in private schools is a viable parameter for knowledge orientation and professional development, becoming a reference for the construction and organization of training processes, planned, organized a
ER  -