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Advisor(s)
Abstract(s)
Este estudo teve como objetivo analisar as preocupações relatadas por educadores/professores, relativamente à sua experiência diária enquanto profissionais docentes. Participaram na investigação 178 educadores e professores de estabelecimentos de ensino privado em Portugal, do pré-escolar ao 12.º ano. Os dados foram recolhidos através de um questionário com questões abertas, cujas respostas foram analisadas através de análise de conteúdo. Emergiram três preocupações principais: preocupações relativas à esfera do aluno, à esfera do professor e ao contexto familiar e societal. As preocupações com o aluno centraram-se sobretudo na promoção da sua aprendizagem e desenvolvimento e em atributos do aluno percecionados como dificultadores do processo de ensino-aprendizagem. As preocupações da esfera do professor focaram-se na gestão da sala de aula, nas exigências inerentes ao papel de professor e no processo de ensino na sala de aula. Algumas características do contexto familiar e societal mais amplo emergiram também como preocupações destes educadores/professores. São discutidas algumas implicações para as práticas profissionais dos psicólogos e dos educadores/professores.
The objective of this study was to analyse the worries described by educators and teachers regarding their daily experience as teaching professionals. 178 private school educators and teachers in Portugal, from pre-school to 12th year, participated in this study. Data were collected through a questionnaire containing open-ended questions, the answers of which were analysed through content analysis. Three main worries emerged: worries concerning the pupil’s sphere, the teacher’s sphere and the societal and familial context. Worries about the pupils were mainly centred on the promotion of their learning and development and on pupils’ attributes considered as impeding the teaching-learning process. The worries of the teacher’s sphere were focused on the classroom management, on the demands inherent to the teacher’s role and on the teaching process in the classroom. Some characteristics of the wider family and societal context also emerged as teachers’ worries. Some implications for the psychologist’s and teacher’s professional practices are discussed.
The objective of this study was to analyse the worries described by educators and teachers regarding their daily experience as teaching professionals. 178 private school educators and teachers in Portugal, from pre-school to 12th year, participated in this study. Data were collected through a questionnaire containing open-ended questions, the answers of which were analysed through content analysis. Three main worries emerged: worries concerning the pupil’s sphere, the teacher’s sphere and the societal and familial context. Worries about the pupils were mainly centred on the promotion of their learning and development and on pupils’ attributes considered as impeding the teaching-learning process. The worries of the teacher’s sphere were focused on the classroom management, on the demands inherent to the teacher’s role and on the teaching process in the classroom. Some characteristics of the wider family and societal context also emerged as teachers’ worries. Some implications for the psychologist’s and teacher’s professional practices are discussed.
Description
Keywords
Ensino e aprendizagem Preocupações dos professores Práticas profissionais Teaching and learning Teachers concerns Professional practices