PPGEdu
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- ItemCoordenadores iniciantes e experientes e as práticas de acolhimento, acompanhamento e indução : eu, eles e o espelho(Universidade Federal de Mato Grosso, 2021-03-12) Silva, Jéssica Lorrayne Ananias da; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Franco, Maria Joselma do Nascimento; 340.846.654-87; http://lattes.cnpq.br/7354094251699882The present research is linked to the Post graduation Program in Education of the Social and Human Sciences Institute of the Universidade Federal de Mato Grosso, (PPGEdu/UFMT), in the research line called Teachers´ Education and Educational Public Policies. It is inserted in the research group InvestigAção, in which was linked till 2017, the Observatory of Education (OBEDUC). The investigation aimed at understanding how the performance of the beginner pedagogical coordinators (BPC) and experienced ones (EPC) happens in the work, regarding reception/ assistance and induction of the teachers in their career start (TS) during the first semester. To this end, the following investigation questions are presented: Is it possible to detect, in the SEMED/ROO education for the pedagogical coordinators, actions that lead to induction projects with beginners in the municipal schools? What do the beginners reveal about the assistance and education/induction in the first six critical months in their professional practice? How do the beginner teachers understand the processes of assistance, insertion and induction when developed by pedagogical coordinators beginners and experienced? The research is based on the qualitative approach. To participate in this investigation, two beginner pedagogical coordinators, two experienced ones and two beginner teachers were selected, those who actuate in the municipal schools in Rondonópolis, municipality of Mato Grosso. We adopt as procedure and instrument of data collection reflective interviewing and document analysis. As result of the research, the narrative reveals that both action of reception and assistance offered to the beginners come from, mainly, the pedagogical coordinators auto education and the interventions tend to be specific. Although it does not exist an institutionalized project that covers the teachers’ induction, the effort to put them into practice are being done. The investigation also indicated that the pedagogical coordinators need an assistance in their educational needs regarding the reception, assistance and induction to the beginners.
- ItemDesenvolvimento profissional do professor experiente no projeto colaborativo universidade/escolas : desafios e necessidades formativas(Universidade Federal de Mato Grosso, 2017-03-31) Souza, Sueli de Oliveira; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Hobold, Márcia de Souza; 651.389.539-15; http://lattes.cnpq.br/4242212112799297The present research has its origin in the project approved by the Program of Graduate Studies in Education of the Federal University of Mato Grosso/University campus of Rondonópolis (PPGEdu/UFMT/CUR) along with the Observatory of Education/OBEDUC/INEP/ SECADI/2012, which has as focus the beginner teacher and its professional development, difficulties and necessities, and, in this context, offers continuous professional teacher education in the itinerant form to six schools of Basic e Education. The OBEDUC project provides the process of orientation and support to teachers in beginning of the career by means of continuous professional teacher education and the support assisted by an experienced teacher, being this the focus of the present research. The experienced teacher is conceived in this study as that professional who, besides the years of experience, has significant work with his/her peers, who mobilizes knowledge to cope with the situations of practice with more confidence. This research aimed to comprehend how the professional development of the experienced teacher in monitoring the beginner teacher happens in the project PPGEdu/UFMT/OBEDUC, from the continuous professional teacher education requested by them as a form of minimizing their difficulties in the attendance to their educational necessities. It adopts a qualitative approach, with the (auto)biographical method, having as instruments the field diary, educational and learning memorials and interviews of four experienced teacher who disclosed of the investigation. Therefore, the research brought as inquiry: what educational necessities do experienced teachers manifest to be necessary for the performance in the activity of monitoring the beginner teacher? What do these professionals register on their professional development along the Project of continuous professional teacher educational carried out by the PPGEdu/UFMT/OBEDUC for the attendance to their claims? The results point out that the experienced teachers are little assisted by the proposals of teacher education and their involvement in the Project PPGEdu/UFMT/OBEDUC presented traces of professional development signaled by the changes of comprehension regarding the beginner teacher, upon problematizing with the collective of the school the necessity of a distinguished attendance to the new teacher. The results also indicated that the fact that the project brings to the meeting of experienced teacher education their dilemmas and challenges on accompanying the beginner teacher socialized necessities and experiences that broadened the teacher education/development of the participants.
- ItemA formação do professor experiente no Projeto OBEDUC e os reflexos em suas práticas a partir das percepções dos professores iniciantes(Universidade Federal de Mato Grosso, 2019-04-03) Oliveira, Elizabete Gaspar de; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Passos, Laurizete Ferragut; 869.775.208-68; http://lattes.cnpq.br/1852839499967790; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473This research is inserted on the Post-Graduate program in Education (PPGEdu) from the Federal University of Mato Grosso, University Campus situated in Rondonópolis (UFMT/CUR), following the research line of Teachers’ formation and Educational public policies. The study aims to analyse how senior teachers and beginner teachers give new meanings to their comprehension about the assistance to the beginner teacher. The assistance was created from the participation, of both, on the continuing education on a collaborative relation between University – School, from the OBEDUC/UFMT/CUR Project. The first years of teaching are full of doubts, anxieties, fears, adjustments, interactions and decisions taking when it comes to the teaching career. Feelings that can be comprehended when the beginner teacher has some support from the senior teacher. In this research, this teacher is the pedagogical coordinator. The guiding questions were: How does the beginner teacher develop the senior’s teacher job on his/her practice, after attending the OBEDUC/UFMT/CUR Project? In which way does the senior teacher notice herself/himself during the process of following the beginner teacher from the education offered by the OBEDUC/UFMT/CUR Project? The approach used was qualitative and the gathering of data came through narrative interview with two beginner teachers and two senior teachers who attented the education offered by the project. The data was analysed following the line: Senior teachers’ and beginner teachers’ perception about the assistance on the pedagogical teaching. The data revealed that although senior teachers have more time on the area, they show difficulties when dealing with the beginners demands. Another point revealed was that the request of senior teachers to guide and assist the beginners was answered positively by OBEDUC, with very good results.