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O estudo que pretendemos desenvolver debruça-se em torno da formação pedagógica de professores e as suas implicações no modo como os professores ensinam. Portanto, queremos ver em que medida as práticas de formação levadas a cabo pela universidade João Luís Cabral contribuem para a melhoria do desempenho docente, ou seja, no modo como eles ensinam. Consideramos pertinente fazer este estudo uma vez que a docência exige um saber específico, um saber docente que mune o professor de ferramentas para poder lecionar. Isto significa que, para ser docente, não basta apenas ter uma formação de nível superior e ter domínio do conteúdo. É necessário porém saber como transmitir este conteúdo de modo a levar os alunos a aprender. O termo como remete-nos para uma série de metodologias e estratégias que devem ser mobilizadas no ato de ensinar. Assim, a questão de investigação que orienta a nossa investigação procura compreender como se caracterizam as práticas de formação pedagógica dos professores do ensino superior, desenvolvidas na Universidade João Luís Cabral e que implicações são reconhecidas e podem ser observadas no modo como eles ensinam. Para responder a nossa questão de partida, optamos pelo estudo de caso uma vez que o fenómeno em estudo ocorre num determinado contexto, sendo que é neste contexto particular que pretendemos estudar de forma minuciosa o fenómeno em questão. Como o objetivo principal do estudo de caso é a particularização, e não a generalização, pretendemos desta maneira particular o caso por nós selecionado por forma a estudá-lo com muita intensidade em vista ao alcance do nosso objetivo. Optamos também por um paradigma interpretativo. A opção por este paradigma deve-se ao facto de este se enquadrar na nossa preocupação de procurar compreender as práticas de formação pedagógica de professores. Tendo em conta a natureza do nosso estudo que visa compreender como se caracterizam as práticas de formação pedagógica dos docentes do ensino superior na universidade João Luís Cabral e as suas implicações no modo como eles ensinam, selecionamos algumas técnicas de recolha de dados que nos permitiram alcançar o nosso objetivo, nomeadamente: entrevista semi-estruturada a professores, formadores, diretor, focus group aos alunos e observação de aulas.
Através da questão de investigação enunciada, foi possível orientar as diretrizes do quadro teórico de análise que se baseou em desenvolver temáticas relativas ao fenómeno em estudo e que permitiram de certa forma ler os dados por nós recolhidos.
Para responder às nossas indagações, selecionamos sujeitos envolvidos diretamente na formação pedagógica e aos beneficiários diretos desta formação que são os alunos, na medida em que o professor se desenvolve profissionalmente para melhorar o resultado das aprendizagens dos alunos.
A formação pedagógica foi percecionada pelos nossos entrevistados como uma ferramenta essencial e imprescindível para poder orientar adequadamente o processo de ensino-aprendizagem, muito embora um número significativo destes tenha participado em poucas formações pedagógicas e as suas práticas expressem uma tendência contrária. Referir igualmente que faziam também parte do pacote de formação pedagógica temáticas relacionadas à informática, técnicas de expressão e métodos de investigação científica. Importa salientar que grande parte destes docentes não têm formação superior em cursos virados para a educação. Tal facto pode ter contribuído para o deficiente desempenho dos professores na medida em que os dados do terreno revelaram uma deficiente aplicação do feedback, da diferenciação pedagógica e uma predominância excessiva do método expositivo, tornando evidente o uso de um modelo didático transmissivo mais focado no ensino e no cumprimento do programa do que nas aprendizagens.
The study that we are aimed to do, is about teachers pedagogical training and its implications to how the teachers teach. However, we are looking to see in which way the training practices performed by João Luís Cabral university contribute for the improvement of teacher’s performance, or even the way they teach. We think that it’s relevant to do this study, once the teaching process requires a specific knowledge, a teaching knowledge that provides the teacher with appropriate tools to teach. This means that to become a teacher it not only necessary to have high education and master the contents well. It’s thus necessary to know how to transmit these contents so that the students can learn. The topic leads us to a big range of methodologies and strategies that have to be mobilized in the teaching process. Hence, the research question that aims to guide our research seeks to understand how the high education teachers training practices developed in João Luís Cabral University are characterised, and that which implications are recognised and can be observed in the way that they teach. To answer our research question, we chose a case study once the phenomenon in study occurs in a certain context, and it’s in this particular context that we intend to study thoroughly the present phenomenon. As the main objective of the case study is the particularization, and not the generalization, we particularly intend that case that we selected so that we can study it with more details to achieve objectives. We also chose an interpretative paradigm. The choice for this paradigm was because it fits in with our concern to look for understanding the pedagogical teachers training practices. Regarding the nature of our study that aims to understanding how high education pedagogical teachers training practices are characterised in João Luís Cabral University and its implications in a way that they teach, we selected some techniques for data collection that we think that will not enable us achieve our objectives namely: semi structured interview to teachers, trainers, director and teachers lessons observation. Though the formulated investigation question, it was possible to set the guidelines of the literature analysis that was based on developing thematic related to the present phenomenon and they will somehow enable us to read the data that we have chosen. To answer to our inquires we selected people directly involved in the pedagogical training and the direct beneficiaries of the present training which are the students, just right when the teacher develops professionally to improve the students learning results. The pedagogical training was perceived by our interviewed as an essential tool to appropriately guide the teaching and learning process, although a significant number of them had attended very few pedagogical trainings and their practices indicate a contradictory tendency. It’s also important to refer that to this big range were also included thematic related to computing, expression techniques and research methods. It’s also worth referring that big part of these teachers are not trained in high education in courses related to education. This, may have contributed for the poor performance of the teachers, just right when the field data show a bad feedback application, a pedagogical differentiation and an excessive predominance of an expository method making it obvious the use of a conveying didactic method focused on the teaching and on the program compliance rather than in on learning.
The study that we are aimed to do, is about teachers pedagogical training and its implications to how the teachers teach. However, we are looking to see in which way the training practices performed by João Luís Cabral university contribute for the improvement of teacher’s performance, or even the way they teach. We think that it’s relevant to do this study, once the teaching process requires a specific knowledge, a teaching knowledge that provides the teacher with appropriate tools to teach. This means that to become a teacher it not only necessary to have high education and master the contents well. It’s thus necessary to know how to transmit these contents so that the students can learn. The topic leads us to a big range of methodologies and strategies that have to be mobilized in the teaching process. Hence, the research question that aims to guide our research seeks to understand how the high education teachers training practices developed in João Luís Cabral University are characterised, and that which implications are recognised and can be observed in the way that they teach. To answer our research question, we chose a case study once the phenomenon in study occurs in a certain context, and it’s in this particular context that we intend to study thoroughly the present phenomenon. As the main objective of the case study is the particularization, and not the generalization, we particularly intend that case that we selected so that we can study it with more details to achieve objectives. We also chose an interpretative paradigm. The choice for this paradigm was because it fits in with our concern to look for understanding the pedagogical teachers training practices. Regarding the nature of our study that aims to understanding how high education pedagogical teachers training practices are characterised in João Luís Cabral University and its implications in a way that they teach, we selected some techniques for data collection that we think that will not enable us achieve our objectives namely: semi structured interview to teachers, trainers, director and teachers lessons observation. Though the formulated investigation question, it was possible to set the guidelines of the literature analysis that was based on developing thematic related to the present phenomenon and they will somehow enable us to read the data that we have chosen. To answer to our inquires we selected people directly involved in the pedagogical training and the direct beneficiaries of the present training which are the students, just right when the teacher develops professionally to improve the students learning results. The pedagogical training was perceived by our interviewed as an essential tool to appropriately guide the teaching and learning process, although a significant number of them had attended very few pedagogical trainings and their practices indicate a contradictory tendency. It’s also important to refer that to this big range were also included thematic related to computing, expression techniques and research methods. It’s also worth referring that big part of these teachers are not trained in high education in courses related to education. This, may have contributed for the poor performance of the teachers, just right when the field data show a bad feedback application, a pedagogical differentiation and an excessive predominance of an expository method making it obvious the use of a conveying didactic method focused on the teaching and on the program compliance rather than in on learning.
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Formação pedagógica de professores Desenvolvimento profissional Conhecimento profissional docente Pedagogical teachers training Professional development Teacher’s professional knowledge