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Advisor(s)
Abstract(s)
Esta dissertação é o resultado de uma investigação focalizada no estudo do
desenvolvimento profissional dos professores, particularmente centrado na fase de
entrada na carreira docente. É assim propósito deste estudo: descrever e compreender os
primeiros anos de inserção na profissão docente; identificar as suas dimensões mais
relevantes; caracterizar os fatores que se revelam facilitadores ou que condicionam o
desenvolvimento profissional dos professores principiantes, assim como os contextos
que se revelam facilitadores ou constrangedores desse mesmo desenvolvimento.
Com este propósito identificam-se as seguintes questões do estudo:
1) Quais as implicações da formação inicial para o desempenho profissional dos jovens
professores?
2) Quais as principais dificuldades/ problemas com que se defrontam os professores nos
primeiros anos de inserção na profissão?
3) Como atuam os professores principiantes? Que mudanças apresentam na sua prática?
4) Como se desenvolve o sentimento de pertença ao novo grupo profissional?
5) Quais as características dos contextos de trabalho em que os professores principiantes
estão inseridos que se revelam facilitadoras e/ou constrangedoras dessa inserção?
No que diz respeito às opções metodológicas e tendo em consideração o objeto de
investigação, optou-se por um estudo de natureza qualitativa, baseado na análise das
narrativas de seis professores em início de carreira. O tratamento dos dados sustentou-se
na análise de conteúdo de seis entrevistas semiestruturadas, seguindo os passos
recomendados para a análise de conteúdo numa investigação qualitativa em educação.
Os resultados do estudo identificam as dificuldades sentidas pelos professores
principiantes à entrada da profissão. Evidenciam-se dificuldades tais como: questões
burocráticas, de relacionamento com colegas e encarregados de educação, situações de
controlo da disciplina em sala de aula e até mesmo do cumprimento do programa. Por
outro lado, aspetos como a proximidade da faixa etária entre o professor principiante e o
corpo de docentes da escola e o trabalho cooperativo entre os vários elementos da
escola, configuram-se aspetos facilitadores da inserção profissional
ABSTRACT This dissertation is the result of an investigation focused in the study of the professional development of the teachers, especially centred in the phase of entrance in the teaching career. Thus being the purpose of this study: to describe and understand the first years of insertion in the teaching career; to identify its most relevant dimensions; to characterize the factors that facilitate or condition the professional development of the novice teacher, as well as the contexts that reveal to facilitate or to constraint that development. With this purpose, the following matters of study are identified: 1) What are the implications of the initial training for the professional performance of young teachers? 2) What are the main difficulties/problems that they face in the early years of their professional insertion? 3) How do novice teacher act? What changes do they present in their practice? 4) How do they develop the feeling of belonging to the new professional group? 5) What characteristics of the work context in which the novice teacher are inserted reveal to be facilitating and/or to constraint that insertion? In respect to the methodological options and having in account the object of the investigation, the option was a qualitative nature study, based in the analysis of the narratives of six teachers, in the beginning of the career. The data treatment was supported in the analysis of the content of six semi-structured interviews, done to the participants, following the steps recommended to the analysis of the content in a qualitative investigation in education. The results of the study identify the difficulties felt by the novice teacher when entering the profession. There’s evidence of difficulties such as: burocratic issues, of relationship with colleagues and education people in charge, discipline control in the classroom issues and even of compliance of the program. On the other side, aspects such as the age proximity between the novice teacher and the body of teachers of the school, and the cooperative work between the schools’ various elements, seem to facilitate professional insertion.
ABSTRACT This dissertation is the result of an investigation focused in the study of the professional development of the teachers, especially centred in the phase of entrance in the teaching career. Thus being the purpose of this study: to describe and understand the first years of insertion in the teaching career; to identify its most relevant dimensions; to characterize the factors that facilitate or condition the professional development of the novice teacher, as well as the contexts that reveal to facilitate or to constraint that development. With this purpose, the following matters of study are identified: 1) What are the implications of the initial training for the professional performance of young teachers? 2) What are the main difficulties/problems that they face in the early years of their professional insertion? 3) How do novice teacher act? What changes do they present in their practice? 4) How do they develop the feeling of belonging to the new professional group? 5) What characteristics of the work context in which the novice teacher are inserted reveal to be facilitating and/or to constraint that insertion? In respect to the methodological options and having in account the object of the investigation, the option was a qualitative nature study, based in the analysis of the narratives of six teachers, in the beginning of the career. The data treatment was supported in the analysis of the content of six semi-structured interviews, done to the participants, following the steps recommended to the analysis of the content in a qualitative investigation in education. The results of the study identify the difficulties felt by the novice teacher when entering the profession. There’s evidence of difficulties such as: burocratic issues, of relationship with colleagues and education people in charge, discipline control in the classroom issues and even of compliance of the program. On the other side, aspects such as the age proximity between the novice teacher and the body of teachers of the school, and the cooperative work between the schools’ various elements, seem to facilitate professional insertion.
Description
Dissertação apresentada à Escola Superior de Educação para a obtenção do Grau de Mestre em Ciências da Educação, especialidade em Supervisão em Educação
Keywords
Professor principiante Indução Formação de professores Desenvolvimento profissional Novice teacher Professional induction Teacher training Teacher professional development