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Formar professores competentes e confiantes
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O objectivo deste estudo é avaliar os sentimentos de auto-eficácia e as preocupações dos
professores em formação para compreender melhor como são criados esses sentimentos e que
preocupações dominam os estagiários.
Num design longitudinal em 3 vagas, 2 grupos de estagiários (n1 = 42 e n2 = 45) foram
avaliados ao longo da formação educacional. A auto-eficácia como professor é construída, inicialmente,
com base na experiência de observação como aluno e não muda com a formação teórica.
Com a entrada no estágio, o provável choque da realidade pode criar sintomas de mal-estar que
vão influenciar a construção da eficácia pessoal. Durante o estágio, os novos professores com
menos sintomas de mal-estar aumentam os sentimentos de auto-eficácia. Naqueles que têm mais
sintomas a eficácia desce após iniciarem a prática e não volta a subir acima do nível inicial. Isto é,
a experiência de sucesso no estágio não reforça a confiança destes novos professores.
As implicações destes resultados apontam para mudanças substanciais nos conteúdos teóricos
da formação, nas relações entre as escolas que formam os professores e as escolas onde são
realizados os estágios pedagógicos, de modo a que o stress inerente à profissão não mine a constru
ção da confiança. (256 referências).
The aim of this study is to evaluate the expectations of self-efficacy as well as the concerns of student teachers in order to better understand the way how those expectations are created and how those concerns dominate teaching practice. Through a longitudinal design in three waves, 2 groups of student teachers (n1=42 and n2=45) were evaluated throughout their educational training. Their self-efficacy as teachers is constructed, initially, on the basis of their observational experience as pupils and does not change after the theoretical part of their training. With educational practice, the probable reality shock may create symptoms of burnout, which influence the construction of self-efficacy. During teaching practice, the new teachers with less symptoms of burnout increase their self-efficacy expectations. When starting practice, the new teachers who possess more symptoms decrease their efficacy, and this efficacy does not raise again above the initial level. Thus, the experience of success during teaching practice does not reinforce the confidence of these teachers. The implications of these results point towards substantial changes in the theoretical contents of teacher training, as well as in the relationships between the schools that train teachers and the schools where the teaching practice is undertaken, in such a way that the stress inherent to the profession will not undermine the construction of confidence. (256 references).
The aim of this study is to evaluate the expectations of self-efficacy as well as the concerns of student teachers in order to better understand the way how those expectations are created and how those concerns dominate teaching practice. Through a longitudinal design in three waves, 2 groups of student teachers (n1=42 and n2=45) were evaluated throughout their educational training. Their self-efficacy as teachers is constructed, initially, on the basis of their observational experience as pupils and does not change after the theoretical part of their training. With educational practice, the probable reality shock may create symptoms of burnout, which influence the construction of self-efficacy. During teaching practice, the new teachers with less symptoms of burnout increase their self-efficacy expectations. When starting practice, the new teachers who possess more symptoms decrease their efficacy, and this efficacy does not raise again above the initial level. Thus, the experience of success during teaching practice does not reinforce the confidence of these teachers. The implications of these results point towards substantial changes in the theoretical contents of teacher training, as well as in the relationships between the schools that train teachers and the schools where the teaching practice is undertaken, in such a way that the stress inherent to the profession will not undermine the construction of confidence. (256 references).
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Ciências da Educação Formação de professores