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Advisor(s)
Abstract(s)
Os estudos sobre a inserção profissional dos novos professores, quer no contexto
nacional, quer no contexto internacional reenviam-nos para um conjunto de aspetos que,
devido ao seu âmbito e dimensão, nos parecem dignos de tomadas de medidas no sentido
de uma inserção profissional com características que os ajudem a ultrapassar essa fase do
seu percurso, de modo mais seguro e calmo, tal como acontece com outras profissões,
designadamente dos médicos, engenheiros, arquitetos, entre outros.
É sobre esta problemática que pretendemos desenvolver a nossa dissertação de mestrado,
mais precisamente centrar a nossa pesquisa no percurso profissional de ex-alunos
diplomados pela Escola Superior de Educação de Lisboa no curso de Licenciatura em 1º
Ciclo do Ensino Básico no ano letivo 2006/2007. O objetivo geral do estudo é, assim,
descrever e compreender o desenvolvimento profissional desses novos professores,
identificar as dimensões mais relevantes da sua inserção profissional, os fatores que o
condicionam e os contextos que o restringem ou simplificam. É ainda nossa intenção,
com base nos resultados do estudo, identificar dispositivos de acompanhamento que,
neste contexto se revelem facilitadores da inserção dos novos professores. Do ponto de
vista metodológico este estudo recorre a abordagens qualitativas, interpretativas, com
recurso particular a abordagens narrativo-biográficas (através da utilização da entrevista
semiestruturada a seis professores). O tratamento de dados, muito embora influenciado
pelo referencial teórico e pelas convicções da investigadora, seguiu os passos
recomendados para a análise de conteúdo por Bardin (2008). Não obstante, as categorias
emergiram dos dados em análise. A investigação desenvolveu-se ao longo de um ano
letivo (2011-2012).
Foram identificadas as seguintes questões que, no seu conjunto, orientaram o
desenvolvimento deste estudo: 1) Quais as implicações da formação inicial no
desempenho da profissão?; 2) Quais as principais dificuldades / problemas com que se
defrontaram os novos professores na inserção na profissão?; 3) Como atuam os
professores principiantes?; O que mudam nas suas práticas, o que perdura?; 4) Como se
incrementa o sentimento de pertença ao novo grupo profissional?; 5) Quais as
particularidades dos contextos de trabalho em que estes professores se encontram
integrados que se revelam facilitadoras e/ou constrangedoras da sua inserção
profissional?
Os resultados do estudo revelam a natureza dos problemas vividos pelos professores à
entrada na profissão, bem como as formas que encontraram para os ultrapassar:
problemas relacionados com a assunção da nova identidade profissional, gestão da sala
de aula, relacionais e de integração na cultura da escola. A ausência de apoio e
acompanhamento nos contextos de trabalho foi superada pela procura de respostas junto
dos ex-colegas da formação inicial e, ainda, na sua inserção num grupo cooperativo
igualmente na escola de formação inicial. Os resultados evidenciam a necessidade de
implementação de programas de indução para acompanhamento aos novos professores,
orientados pelas instituições de formação e pelos contextos de trabalho.
Abstract The studies about the professional integration / employability of new teachers, both at a national and international level / context, send us back to a set of aspects that, due to their field and dimension, seem worthy of the implementation of employability measures with features that help beginner teachers to overcome this stage of their career in a safer and smoother way, similarly to what happens in diferent professions, such as medicine, engineering, architecture, among others. We pretend to develop our master thesis about this thematic, more precisely we will center our research on the professional journey of some graduate students of Primary Education Degree from Escola Superior de Educação, in the year of 2007/2008. The general objetives of this study is to describe and understand the professional development of these new teachers, to identify the relevant dimensions of their professional integration, its conditioning factors, as well as the contexts that restrict or simplify them. Based on the results, we intend to identify the mentoring processes which, in this context, seem to facilitate the integration of new teachers. From a methodology standpoint, this study resorts to qualitative approaches of an interpretative paradigm, in particular, with use of biographic narrative approach through semistructured interviews to 6 teachers. The length of investigation was of one academic year (from 2011 to 2012). The following questions were identified, which in its whole guided the development of the study: 1) What are the implications of the initial education in the profession's performance?; 2) What are the main difficulties/problems faced by new teachers when entering their profession?; 3) How do beginner teachers react?; What changes they make in their practices, and what do they keep?; 4) How to develop the feeling of belonging towards their new professional group?; 5) Which are the characteristics of the work contexts of these teachers that facilitate and/or constraint their professional integration? The results show which problems that teachers faced at the beginning of their careers and the ways they found to overcome them. In particular the ones related to the classroom, professional relationships and integration in the school’s culture. The lack of support and mentoring in the work contexts has been overcome by the creation of an informal support group. The results reveal there's a need for induction programs, this need is also supported by the participants, whose suggestions are aligned with the information retrieved from the literature and investigations in the area.
Abstract The studies about the professional integration / employability of new teachers, both at a national and international level / context, send us back to a set of aspects that, due to their field and dimension, seem worthy of the implementation of employability measures with features that help beginner teachers to overcome this stage of their career in a safer and smoother way, similarly to what happens in diferent professions, such as medicine, engineering, architecture, among others. We pretend to develop our master thesis about this thematic, more precisely we will center our research on the professional journey of some graduate students of Primary Education Degree from Escola Superior de Educação, in the year of 2007/2008. The general objetives of this study is to describe and understand the professional development of these new teachers, to identify the relevant dimensions of their professional integration, its conditioning factors, as well as the contexts that restrict or simplify them. Based on the results, we intend to identify the mentoring processes which, in this context, seem to facilitate the integration of new teachers. From a methodology standpoint, this study resorts to qualitative approaches of an interpretative paradigm, in particular, with use of biographic narrative approach through semistructured interviews to 6 teachers. The length of investigation was of one academic year (from 2011 to 2012). The following questions were identified, which in its whole guided the development of the study: 1) What are the implications of the initial education in the profession's performance?; 2) What are the main difficulties/problems faced by new teachers when entering their profession?; 3) How do beginner teachers react?; What changes they make in their practices, and what do they keep?; 4) How to develop the feeling of belonging towards their new professional group?; 5) Which are the characteristics of the work contexts of these teachers that facilitate and/or constraint their professional integration? The results show which problems that teachers faced at the beginning of their careers and the ways they found to overcome them. In particular the ones related to the classroom, professional relationships and integration in the school’s culture. The lack of support and mentoring in the work contexts has been overcome by the creation of an informal support group. The results reveal there's a need for induction programs, this need is also supported by the participants, whose suggestions are aligned with the information retrieved from the literature and investigations in the area.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção
do Grau de Mestre em Ciências da Educação - especialidade Supervisão em
Educação
Keywords
Formação de professores Desenvolvimento profissional do professor Professor principiante Indução profissional Histórias de vida de professores Teachers' training Teacher's professional development Beginners teacher Professional induction Teachers' life stories Personal experience
Citation
Rocha, TMSJR. A transição de aluno a professor: dificuldades e desafios [Dissertation]. Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa; 2013.