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Como se processa e fomenta motivacionalmente o envolvimento dos docentes na formação contínua?
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| 3.29 MB | Adobe PDF |
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Abstract(s)
Este estudo pretende explorar o processo motivacional e respetivo envolvimento dos docentes no(s) seu(s) percurso de formação contínua. Considerando a importância gradual que a Teoria da Autodeterminação tem vindo a ter no campo da educação, nome-adamente em processos subjacentes aos docentes, os construtos centrais, neste domínio, serão a promoção ou suporte à autonomia, a satisfação das necessidades psicológicas bá-sicas, a autorregulação e as aspirações na frequência e envolvimento na formação contí-nua. Pretende-se, assim, promover a análise e compreensão destes fatores (i.e., satisfação das necessidades psicológicas básicas, aspirações e autorregulação motivacional) ao nível da formação contínua em docentes da região do Algarve.
O trabalho foi desenvolvido atendendo a dois estudos interrelacionados, com di-ferentes tipos de investigação: 1) estudo por questionário, dirigido a docentes, para carac-terização individual e profissional, bem como com avaliação dos domínios em estudo (i.e., motivação e aspirações); e 2) grupo focal com grupo especializado, composto por diretores dos diferentes Centros de Formação do Algarve, por forma a sistematizar e re-fletir em torno do envolvimento e satisfação dos docentes.
Participaram neste estudo 271 docentes (estudo I) a exercer no Algarve, sendo 55 do sexo masculino e 216 do sexo feminino, com idades entre os 24 e os 67 anos, agregados aos Centros de Formação do Algarve, seguindo-se (estudo II) de uma amostra de 5 parti-cipantes (1 de cada Centro de Formação do Algarve), a orientadora e a coorientadora.
O estudo refere que são as mulheres quem se perceciona como mais competentes e com um maior relacionamento entre pares. Enquanto a idade, o reconhecimento profis-sional, as regulações intrínsecas e identificada se destacam como preditores mais negati-vos. Assim, aponta para um envolvimento motivacional dos docentes no seu processo de formação contínua e varia em função do contexto, das Necessidades Psicológicas Básicas e dos estilos regulatórios de cada indivíduo.
This study intends to explore the motivational process and respective involve-ment of teachers in their continuous training path. Considering the gradual importance that the Theory of Self-Determination has come to have in the field of education, namely in processes underlying teachers, the central constructs in this domain will be the promo-tion or support of autonomy, the satisfaction of basic psychological needs, self-regulation and aspirations in attendance and involvement in continuous training. It is intended, there-fore, to promote the analysis and understanding of these factors (ie, satisfaction of basic psychological needs, aspirations and motivational self-regulation) at the level of contin-uous training of teachers in the Algarve region. The work was developed taking into account two interrelated studies, with dif-ferent types of investigation: 1) study by questionnaire, directed at teachers, for individual and professional characterization, as well as with evaluation of the domains under study (ie, motivation and aspirations); and 2) a focus group with a specialized group, made up of directors from different Training Centers in the Algarve, in order to systematize and reflect on the involvement and satisfaction of teachers. A total of 271 teachers participated in this study (study I) working in the Al-garve, 55 male and 216 female, aged between 24 and 67 years old, working at Training Centers in the Algarve, followed by (study II) from a sample of 5 participants (1 from each Training Center in the Algarve), the supervisor and the co-supervisor. The study states that it is women who perceive themselves as more competent and with a greater relationship between peers. While age, professional recognition, intrinsic and identified regulations stand out as more negative predictors. Thus, it points to a motiva-tional involvement of teachers in their continuous training process and varies according to the context, Basic Psychological Needs and regulatory styles of each individual.
This study intends to explore the motivational process and respective involve-ment of teachers in their continuous training path. Considering the gradual importance that the Theory of Self-Determination has come to have in the field of education, namely in processes underlying teachers, the central constructs in this domain will be the promo-tion or support of autonomy, the satisfaction of basic psychological needs, self-regulation and aspirations in attendance and involvement in continuous training. It is intended, there-fore, to promote the analysis and understanding of these factors (ie, satisfaction of basic psychological needs, aspirations and motivational self-regulation) at the level of contin-uous training of teachers in the Algarve region. The work was developed taking into account two interrelated studies, with dif-ferent types of investigation: 1) study by questionnaire, directed at teachers, for individual and professional characterization, as well as with evaluation of the domains under study (ie, motivation and aspirations); and 2) a focus group with a specialized group, made up of directors from different Training Centers in the Algarve, in order to systematize and reflect on the involvement and satisfaction of teachers. A total of 271 teachers participated in this study (study I) working in the Al-garve, 55 male and 216 female, aged between 24 and 67 years old, working at Training Centers in the Algarve, followed by (study II) from a sample of 5 participants (1 from each Training Center in the Algarve), the supervisor and the co-supervisor. The study states that it is women who perceive themselves as more competent and with a greater relationship between peers. While age, professional recognition, intrinsic and identified regulations stand out as more negative predictors. Thus, it points to a motiva-tional involvement of teachers in their continuous training process and varies according to the context, Basic Psychological Needs and regulatory styles of each individual.
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Keywords
Funcionamento motivacional Teoria da autodeterminação Formação contínua Docentes