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Publication
Uma vida como professor
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.69 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo incidiu sobre as perceções dos professores próximos do fim da carreira docente, ou já na reforma, para identificar e descrever as mudanças educativas que modelaram os seus percursos profissionais. Não é possível estudar as mudanças educativas que caraterizam um sistema educativo sem entender como essas mudanças foram percebidas, e impactaram as vidas e as carreiras dos seus agentes no terreno, particularmente nos eixos fundamentais que são a Carreira Docente, o Desenvolvimento Profissional Docente e a Identidade Profissional. Na pesquisa de artigos publicados constatámos que existem, mesmo em Portugal, muitos estudos sobre cada um destes conceitos, mas não se encontraram estudos recentes sob a perspetiva diacrónica e abordagem metodológica a que nos propomos. Este é um estudo qualitativo, de natureza fenomenológica, tendo-se centrado nas histórias de vida dos professores para responder à pergunta de investigação – Que mudanças educativas modelaram os percursos e as identidades profissionais de um grupo de professores à beira da reforma? Os dados foram recolhidos através de entrevistas aprofundadas, a cinco professores (n=5). Um docente por cada um dos ciclos de ensino da escolaridade obrigatória portuguesa. Prevê-se que o estudo contribua para o conhecimento das mudanças educativas ocorridas nas últimas 4 décadas em Portugal, vistas pelo prisma dos agentes dessas mudanças e pelas alterações que foram contribuindo para a sua identidade profissional.
This study focuses on the perceptions of teachers nearing the end of their teaching career, or already in retirement, to identify and describe the educational changes that shaped their professional paths. It is not possible to study the educational changes that characterize an educational system without understanding how these changes were perceived and impacted the lives and careers of its agents on the ground, particularly in the fundamental axes that are the Teaching Career, Teaching Professional Development and Professional Identity. While researching published articles, we found that there are, even in Portugal, many studies on each of these concepts, but no recent studies were found from the diachronic perspective and methodological approach that we propose. This is a qualitative study, of a phenomenological nature, focusing on the teachers' life stories to answer the research question – What educational changes shaped the paths and professional identities of a group of teachers on the verge of retirement? Data were collected through in-depth interviews with at least two to five teachers (n=5). One teacher for each of the teaching cycles of Portuguese compulsory education. It is expected that the study will contribute to the knowledge of the educational changes that have occurred in the last 4 decades in Portugal, seen from the perspective of the agents, these changes and the changes they have been making in their professional identity.
This study focuses on the perceptions of teachers nearing the end of their teaching career, or already in retirement, to identify and describe the educational changes that shaped their professional paths. It is not possible to study the educational changes that characterize an educational system without understanding how these changes were perceived and impacted the lives and careers of its agents on the ground, particularly in the fundamental axes that are the Teaching Career, Teaching Professional Development and Professional Identity. While researching published articles, we found that there are, even in Portugal, many studies on each of these concepts, but no recent studies were found from the diachronic perspective and methodological approach that we propose. This is a qualitative study, of a phenomenological nature, focusing on the teachers' life stories to answer the research question – What educational changes shaped the paths and professional identities of a group of teachers on the verge of retirement? Data were collected through in-depth interviews with at least two to five teachers (n=5). One teacher for each of the teaching cycles of Portuguese compulsory education. It is expected that the study will contribute to the knowledge of the educational changes that have occurred in the last 4 decades in Portugal, seen from the perspective of the agents, these changes and the changes they have been making in their professional identity.
Description
Dissertação de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta
Keywords
Estatuto da carreira docente Desenvolvimento profissional docente Identidade profissional Mudanças educativas Teaching career Teacher professional development Professional identity Educational changes
Citation
Publisher
CC License
Without CC licence