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Perfil de ensino: ponto de partida para o desenvolvimento profissional docente no ensino superior
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| 5 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo de caso procurou caracterizar o perfil do docente, incluindo a definição e
caracterização dos estilos de ensino presentes numa instituição do ensino superior, a Facultad
Adventista de Teologia de Sagunto, localizada na comunidade Valenciana em Espanha. Foi
utilizada uma metodologia mista num estudo exploratório sequencial, que envolveu a recolha
inicial de dados quantitativos e a sua exploração e aprofundamento através de métodos
qualitativos.
A fase quantitativa realizou-se durante o ano de 2022, foi recolhida informação sobre o perfil
docente e estilo de ensino através de um questionário aplicado ao corpo docente da Facultad
Adventista de Teologia. Desta forma, as variáveis Idade; Género; Nacionalidade; Anos de
experiência docente; Nível de Académico; Tipo de Formação Académica; outro tipo de
formações adquiridas; e Paradigma de Ensino foram relacionadas com a variável estilo de
ensino, identificada através do questionário de estilos de ensino de Martínez Geijo (2009).
A fase qualitativa tratou-se de um aprofundamento dos resultados quantitativos recolhidos
para que fosse possível compreender melhor o que cada estilo de ensino representava na
prática docente e os motivos para a evidência dos mesmos. Neste momento exploratório
foram realizadas entrevistas a um representante de cada dos diferentes estilos de ensino.
Trata-se de um estudo de caso que identificou o perfil de ensino desta instituição como
constituído por docentes maioritariamente do género masculino, com uma média de idades
elevada, com uma grande diversidade cultural, com polos opostos de experiência docente,
com grau académico elevado, com elevado número de docentes com formação académica em
educação, com um paradigma de ensino maioritariamente intrapessoal, e um estilo de ensino
na sua totalidade prático e dividido entre o estilo aberto e o estilo formal. Após esta
identificação foram descritas as limitações encontradas e novos caminhos de desenvolvimento
profissional a seguir com o objetivo de impulsionar a reflexão e a melhoria individual docente,
assim como da instituição no seu todo.
This case study sought to characterize the teacher’s profile, including the definition and characterization of the teaching styles present in a higher education institution, the faculty of the Facultad Adventista de Teologia of Sagunto, located in Spain’s Valencian Community. A mixed methodology was used in sequential exploratory study, which involved initial collection of quantitative data, and its examination and development, through qualitative methods. The quantitative phase took place during the year 2022 information regarding the teaching profile and teaching style of each teacher was collected through a questionnaire applied to the faculty of the Facultad Adventista de Teologia of Sagunto. Consequently, the variables Age; Gender; Nationality; Years of teaching experience; Academic Level; Type of academic training; other types of training acquired; and Teaching Paradigm were related to the variable teaching style, identified through the questionnaire of teaching styles of Martínez Geijo (2009). The qualitative phase was built on the development of the quantitative results, collected to better understand what each style of teaching represents, regarding teaching practice and the motives for its evidence. At this exploratory moment, interviews were conducted with a representative of each of the different categories of teaching styles in question. This is a case study that identified the teaching profile of this institution as consisting of mostly male teachers, with a high average age, great cultural diversity, with opposing poles of teaching experience, high academic level, with a high number of teachers with academic qualification in education, with mainly an intrapersonal teaching paradigm, and a teaching style that is entirely practical and divided between open and formal styles. After this identification, the limitations found were described, as well as new paths of professional development to be followed in order to encourage reflection and improvement of the teachers individually and of the institution as a whole.
This case study sought to characterize the teacher’s profile, including the definition and characterization of the teaching styles present in a higher education institution, the faculty of the Facultad Adventista de Teologia of Sagunto, located in Spain’s Valencian Community. A mixed methodology was used in sequential exploratory study, which involved initial collection of quantitative data, and its examination and development, through qualitative methods. The quantitative phase took place during the year 2022 information regarding the teaching profile and teaching style of each teacher was collected through a questionnaire applied to the faculty of the Facultad Adventista de Teologia of Sagunto. Consequently, the variables Age; Gender; Nationality; Years of teaching experience; Academic Level; Type of academic training; other types of training acquired; and Teaching Paradigm were related to the variable teaching style, identified through the questionnaire of teaching styles of Martínez Geijo (2009). The qualitative phase was built on the development of the quantitative results, collected to better understand what each style of teaching represents, regarding teaching practice and the motives for its evidence. At this exploratory moment, interviews were conducted with a representative of each of the different categories of teaching styles in question. This is a case study that identified the teaching profile of this institution as consisting of mostly male teachers, with a high average age, great cultural diversity, with opposing poles of teaching experience, high academic level, with a high number of teachers with academic qualification in education, with mainly an intrapersonal teaching paradigm, and a teaching style that is entirely practical and divided between open and formal styles. After this identification, the limitations found were described, as well as new paths of professional development to be followed in order to encourage reflection and improvement of the teachers individually and of the institution as a whole.
Description
Keywords
Perfil do professor Estilo de ensino Paradigma de ensino Desenvolvimento profissional Identidade institucional Aprender e ensinar Docentes Ensino superior Teacher profile Teaching style Teaching paradigm Professional development Institutional identity Learning and teaching