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Abstract(s)
Os professores portugueses dos ensinos básico e secundário estão sujeitos, nos últimos
anos, a pressões de dia para dia cada vez mais sufocantes, que introduzem elementos de
grande tensão na vida de cada um. De entre os fatores que têm contribuído para aumentar
as fontes de tensão destacamos um, muito noticiado, muito discutido, mas pouco estudado,
a mobilidade a que está sistematicamente sujeita uma parte relevante dos professores. O
tema desta investigação é centrado nas implicações da mobilidade docente na formação e
construção da identidade profissional do professor.
Para a concretização deste propósito optámos por uma abordagem qualitativa,
desenvolvendo a investigação mediante dois estudos sequenciais, o primeiro, com caráter
exploratório, consistiu na pesquisa, recolha, seleção e análise de conteúdo de notícias e
reportagens, emitidas pelos principais canais de televisão portuguesa, entre 2011 e 2018,
abordando a temática em estudo, o segundo, numa perspetiva fenomenológica, teve por
base a realização de entrevistas semiestruturadas, numa perspetiva de história de vida
profissional, a um conjunto de professores com um historial de mobilidade, confirmada pela
análise documental dos seus registos biográficos. Em ambos os estudos os dados foram
analisados através da técnica de análise de conteúdo com recurso ao software WebQDA.
A forma como o professor vivencia a sua profissão, bem como as expetativas acerca do seu
desenvolvimento, são aspetos que, ao evoluírem no tempo, influenciam na construção da
identidade profissional. Das conclusões destacamos que, perante uma situação de
mobilidade frequente, cuja dimensão inicialmente não perspetivavam, os professores vão
vivenciando sentimentos e emoções que, associados à precariedade e instabilidade vivida,
são geradores de mal-estar, com reflexos na profissionalidade. A mobilidade impacta na
motivação pessoal e profissional dos professores; no desempenho profissional; na relação
com a comunidade; no compromisso com os projetos educativos e no desenvolvimento
profissional. Os professores revelam alguma frustração e algum desencanto em relação à
profissão, resultante da mobilidade a que têm sido submetidos, cuja continuidade
perspetivam como uma inevitabilidade, mas também em relação a outros aspetos que
afetam a escola, salvaguardando, no entanto, o gosto pela profissão e manifestando
perseverança, dedicação e profissionalismo.
Over recent years, Portuguese school teachers have been submitted to increasingly suffocating daily pressures bringing elements of great tension to everyone's life. Amongst all factors that have contributed to an increased number of sources of tension, we would like to point out one widely reported and discussed, however insufficiently researched, factor of the turnover to which a considerable number of teachers is systematically subjected. The subject of this research is focused on the implication of turnover in the development and construction of teachers’ professional identity. To achieve this purpose, we considered a qualitative approach, developing a research through two sequential studies. The first study, on exploratory basis, consisted of the survey, collection, selection and analysis of news content and reports concerning the subject under this research, broadcasted by main channels of Portuguese television network between 2011 and 2018. The second study, based on phenomenological perspective, consisted of semistructured life-history interviews conducted to a group of teachers with a turnover record, confirmed by the documental analysis of their biographical background. In both studies, the data was analysed though the technique of Contents Analysis using the WebQDA software. The way teachers experience their profession, as well as expectations they have of their development, are aspects that influence the construction of professional identity as they evolve over time. From our conclusions, we would like to point out that, facing a frequent turnover situation, the dimension of which is impossible to foresee at its earliest stage, teachers experience feelings and emotions that, once associated with experienced precariousness and instability, can be considered as generating factor of poor welfare which is reflected on their professionalism. The turnover has an impact on teachers’ personal and professional motivation; on their professional performance; on their relationship with the community; and on their commitment to educational projects and professional development. Teachers reveal some frustration and disillusionment in connection to their profession, resulting from the turnover which they have been subjected to and whose continuity seems to be unavoidable, and also in connection to other aspects that affect schools, preserving, however, the taste for their profession and expressing their perseverance, dedication and competence.
Over recent years, Portuguese school teachers have been submitted to increasingly suffocating daily pressures bringing elements of great tension to everyone's life. Amongst all factors that have contributed to an increased number of sources of tension, we would like to point out one widely reported and discussed, however insufficiently researched, factor of the turnover to which a considerable number of teachers is systematically subjected. The subject of this research is focused on the implication of turnover in the development and construction of teachers’ professional identity. To achieve this purpose, we considered a qualitative approach, developing a research through two sequential studies. The first study, on exploratory basis, consisted of the survey, collection, selection and analysis of news content and reports concerning the subject under this research, broadcasted by main channels of Portuguese television network between 2011 and 2018. The second study, based on phenomenological perspective, consisted of semistructured life-history interviews conducted to a group of teachers with a turnover record, confirmed by the documental analysis of their biographical background. In both studies, the data was analysed though the technique of Contents Analysis using the WebQDA software. The way teachers experience their profession, as well as expectations they have of their development, are aspects that influence the construction of professional identity as they evolve over time. From our conclusions, we would like to point out that, facing a frequent turnover situation, the dimension of which is impossible to foresee at its earliest stage, teachers experience feelings and emotions that, once associated with experienced precariousness and instability, can be considered as generating factor of poor welfare which is reflected on their professionalism. The turnover has an impact on teachers’ personal and professional motivation; on their professional performance; on their relationship with the community; and on their commitment to educational projects and professional development. Teachers reveal some frustration and disillusionment in connection to their profession, resulting from the turnover which they have been subjected to and whose continuity seems to be unavoidable, and also in connection to other aspects that affect schools, preserving, however, the taste for their profession and expressing their perseverance, dedication and competence.
Description
Keywords
Mobilidade docente Identidade profissional Profissionalidade Desenvolvimento profissional Prática reflexiva Trabalho colaborativo