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Identidade profissional: como se veem os professores na escola atual
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Advisor(s)
Abstract(s)
Este estudo teve como objetivo principal saber como se sentem os docentes na escola atual,
quais as suas inquietações, sentimentos e dificuldades assim como também verificar quais os
seus níveis motivacionais, de stresse e de autoconceito. Este estudo justifica-se pela
pertinência atual do tema, uma vez que a educação e os professores são um alvo constante, da
sociedade em geral e porque a identidade é um processo socialmente construído.
Após uma revisão bibliográfica, conduzida com o objetivo de apreciar o modo como os
professores se veem na profissão e qual a sua identidade profissional, visa também
compreender como se organiza o autoconceito numa população específica de professores, a
variabilidade intraindividual nessa dimensão e como a formação e a supervisão pedagógica
poderão contribuir para a construção da identidade profissional.
O modelo de análise implementado foi um modelo misto, predominantemente qualitativo.
A amostra deste estudo incluiu 15 docentes, dos cinco ciclos do Ensino Básico pertencentes
aos três agrupamentos da cidade de Santarém. Os instrumentos utilizados na recolha de dados
incluíram o inquérito biográfico e entrevistas individuais semiestruturadas bem como escalas
de medição do Autoconceito, da Autoestima e de Perceção de Stresse. Quanto aos
procedimentos, estabelecemos protocolos de consentimento garantindo a confidencialidade, a
privacidade e o anonimato das informações recolhidas.
Os resultados e principais conclusões desta investigação revelam que os docentes no geral
escolheram intencionalmente a profissão, atribuem um papel fundamental à sua formação e
entendem não haver a necessária supervisão nas escolas, embora no que se refere à
colegialidade sintam que a mesma existe mas dependendo muito da constituição dos grupos
disciplinares. Não se sentem bem no ensino, principalmente no que se refere a tudo o que é
exterior à sala de aula e aos alunos. Sentem-se desvalorizados pela sociedade e pela tutela,
preocupados e desiludidos. As limitações de um estudo desta natureza resultam do número
limitado de sujeitos não permitindo quaisquer generalizações para além do grupo em estudo.
Gostaríamos que este estudo tivesse algumas implicações futuras tais como o alargamento
do estudo a outras zonas do país. Acentua-se a importância que esta investigação assumiu no
nosso desenvolvimento pessoal e profissional gerando aprendizagens no âmbito das áreas que
envolvem este estudo.
This study aimed to see how they feel the teachers in the current school, what their concerns, feelings and difficulties as well as see what their motivational levels of stress and self-concept. This study is justified by the current relevance of the topic, since the education and teachers are a constant target, society in general and because identity is a socially constructed process. After a literature review, conducted in order to appreciate how teachers see themselves in the profession and what their professional identity, also seeks to understand how the self is organized in a specific population of teachers, the intra-individual variability in this dimension and as training and the pedagogical supervision may contribute to the construction of professional identity. The implemented analysis model was a mixed model, with formulation issues and raise hypotheses. The sample included 15 teachers, five cycles of Basic Education belonging to the three groups of the city of Santarém. The instruments used in data collection included the biographical survey and semi-structured individual interviews and measurement scales of self, the Self-Esteem and Perception of Stress. As for the procedures, establish consent protocols ensuring confidentiality, privacy and anonymity of the information collected. The results and key findings of this research show that teachers in general intentionally chose this profession, assign a central role to their training and understand that there is no the necessary supervision in schools these days, although with regard to collegiality feel that it exists but depending very constitution of the disciplinary groups. Do not feel good in education, especially with regard to all that is external to the classroom and students. They feel devalued by society and protection, worried and disappointed. The limitations of such a study result from the limited number of subjects not allowing any generalizations beyond the study group. We would like this study had some future implications such as the extension of the study to other areas of the country. Stresses the importance that this research took in our personal and professional development generating learning within the areas involving this study.
This study aimed to see how they feel the teachers in the current school, what their concerns, feelings and difficulties as well as see what their motivational levels of stress and self-concept. This study is justified by the current relevance of the topic, since the education and teachers are a constant target, society in general and because identity is a socially constructed process. After a literature review, conducted in order to appreciate how teachers see themselves in the profession and what their professional identity, also seeks to understand how the self is organized in a specific population of teachers, the intra-individual variability in this dimension and as training and the pedagogical supervision may contribute to the construction of professional identity. The implemented analysis model was a mixed model, with formulation issues and raise hypotheses. The sample included 15 teachers, five cycles of Basic Education belonging to the three groups of the city of Santarém. The instruments used in data collection included the biographical survey and semi-structured individual interviews and measurement scales of self, the Self-Esteem and Perception of Stress. As for the procedures, establish consent protocols ensuring confidentiality, privacy and anonymity of the information collected. The results and key findings of this research show that teachers in general intentionally chose this profession, assign a central role to their training and understand that there is no the necessary supervision in schools these days, although with regard to collegiality feel that it exists but depending very constitution of the disciplinary groups. Do not feel good in education, especially with regard to all that is external to the classroom and students. They feel devalued by society and protection, worried and disappointed. The limitations of such a study result from the limited number of subjects not allowing any generalizations beyond the study group. We would like this study had some future implications such as the extension of the study to other areas of the country. Stresses the importance that this research took in our personal and professional development generating learning within the areas involving this study.
Description
Dissertação apresentada para a obtenção do grau de mestre em Ciências da Educação - área de Supervisão e Orientação Pegagógica
Keywords
identidade autoconceito autoestima desenvolvimento pessoal e profissional supervisão pedagógica identity self-concept self-esteem personal and professional development pedagogical supervision