Loading...
Publication
Inovação pedagógica / satisfação profissional e sucesso dos alunos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.93 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Actualmente, vivem-se, em Portugal, tempos de mudança quer ao nível do ensino
básico quer do secundário. Pela experiência como professores, facilmente se percebe
que nem sempre as reformas são bem recebidas por parte daqueles que têm de
implementá-las. Efectivamente, vários estudos concluem que, geralmente, os
professores demonstram uma certa resistência à mudança. Foi nesta perspectiva que, na
presente investigação, se fez uma abordagem dos factores que, possivelmente,
influenciam a receptividade e a participação dos professores na inovação pedagógica,
tendo-se dedicado mais atenção à satisfação profissional.
Numa primeira fase, foram inquiridos, através de um questionário, cem professores do
ensino básico no sentido de validar as influências abaixo indicadas que, por terem sido
consequência de leituras feitas pela investigadora, poderiam ou não ser confirmadas por
aqueles a quem dizem directamente respeito.
Satisfação ► Participação na ► Sucesso dos
profissional inovação pedagógica alunos
Tendo sido confirmado aquele pensamento, numa segunda tase, o objectivo da
investigação foi o de averiguar se os professores, satisfeitos com a sua profissão,
realmente aceitam e «vivem» as inovações, incorporando-as nas suas práticas e nos seus
comportamentos. A razão de ser desta questão passa, essencialmente, pelo facto de nem
sempre aquilo que se pensa ser aquilo que se faz. Pretendeu-se, assim, relacionar o grau
de satisfação profissional do docente com o respectivo grau de participação na inovação
pedagógica.
Pelas características da investigação, optou-se por recorrer, na segunda fase, também a
um questionário cujo conteúdo foi validado por especialistas e por professores do
ensino básico. Contudo, ainda não foi possível aplicar este instrumento para,
posteriormente, proceder ao tratamento e análise dos dados.
Nowadays, in Portugal, we are living limes of change in what basic and secondary schooling is concemed. By our experience as teachers, it is easy to realize that. usually, reforms are not welcomed by those who have to implement them. In fact, several studies conclude that, generally, teachers reveal a certain resistance to change. Il was with this perspective, which, in the present investigation, the approach of factors that possibly influence the teachers' receptivity and participation towards pedagogical innovation was done, with a particular interest in professional satisfaction. In a first phase, one hundred teachers basis schooling were interviewed, through a questionnaire, to validate the influences referred below, that being the result of readings done by the investigator, could or not be confirmed by those who are directly concemed. Professional ► Participation in ► Students' success satisfaction pedagogical innovation That thought confirmed, in a second phase, the aim of the investigation was to find out if teachers, satisfied with their profession, really accept and «live» the innovations, including them in their practice and behaviour. The reason of this question is, essentially, because not always what is thought is what is done. The aim was, thus, relating the professional satisfaction levei to the respective levei of participation in pedagogical innovation. Because of the characteristics of the investigation, in this second phase, it was chosen to use also a questionnaire whose content was validated by experts and teachers from basic schooling. However, it has not been possible yet, to apply this instrument to treat and analyse data subsequently.
Nowadays, in Portugal, we are living limes of change in what basic and secondary schooling is concemed. By our experience as teachers, it is easy to realize that. usually, reforms are not welcomed by those who have to implement them. In fact, several studies conclude that, generally, teachers reveal a certain resistance to change. Il was with this perspective, which, in the present investigation, the approach of factors that possibly influence the teachers' receptivity and participation towards pedagogical innovation was done, with a particular interest in professional satisfaction. In a first phase, one hundred teachers basis schooling were interviewed, through a questionnaire, to validate the influences referred below, that being the result of readings done by the investigator, could or not be confirmed by those who are directly concemed. Professional ► Participation in ► Students' success satisfaction pedagogical innovation That thought confirmed, in a second phase, the aim of the investigation was to find out if teachers, satisfied with their profession, really accept and «live» the innovations, including them in their practice and behaviour. The reason of this question is, essentially, because not always what is thought is what is done. The aim was, thus, relating the professional satisfaction levei to the respective levei of participation in pedagogical innovation. Because of the characteristics of the investigation, in this second phase, it was chosen to use also a questionnaire whose content was validated by experts and teachers from basic schooling. However, it has not been possible yet, to apply this instrument to treat and analyse data subsequently.
Description
Dissertação de mest. em Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2003
Keywords
Satisfação profissional Inovação pedagógica Professor Aluno Sucesso