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Previous issue date: 2012-03-30 === This work arose from our concerns with the issues of teacher training for early
childhood education. From the difficulties encountered as a novice teacher in
elementary, we deem important to research training needs of these professionals.
Thus, we define the objective of this research to investigate the training needs of
novice teachers teaching Early Childhood Education/Elementary school. Our work
fits in Educational Research Qualitative Approach, and its construction procedures of
the semistructured interview data and document analysis. Our empirical field was
made up of schools in the metropolitan region of Natal / RN, offering kindergarten /
elementary school. The subjects are five teachers who act as holder of the
elementary school class and have 0-3 years of teaching practice, characterizing the
second Huberman (2007) as novice teachers. Data analysis, based on principles of
content analysis, three themes emerged: Beginner Teaching Professor in Early
Childhood Education / Preschool; Reasons explaining the difficulties Faculty /
Formative Needs Teaching and Training in Early Childhood Education / Elementary
school, from the Training Needs Analysis, with their respective categories,
subcategories, contributing to our understanding of the subject matter. The entry into
the profession is marked by mixed feelings of euphoria and fear, where there seems
to be a "clash" with reality. The difficulties are related to the planning / execution of
activities, meet the individual needs of learning and assessment of children. As a
strategy to overcome the difficulties the teachers exercise the action-reflection-action
in their practices and seek continuous updates in the theoretical and methodological
framework of early childhood education. The reasons that define these difficulties
may be related to the teacher, school, family, and students of these institutions. In
experiencing these difficulties has outlined the need for teacher training, among
which stand out studies on ethics in teaching with children, the concept of children
and their childhoods, peculiarities of teaching / learning in preschool, toys and legal
determinations on early childhood education, multi-language and expressions in early
childhood education, specific content areas of knowledge, among others.
Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa
and Emily Smith. For these professionals to be a professional early childhood
education is: like children, be patient and careful, have specific theoretical and
practical training for teachers in kindergarten, being able to improvise with
seriousness and competence and get updates on continuing education. The surveys,
together with the authors and teachers, to confirm our understanding that the training
needs of beginners may be related to shortcomings in the initial and continuing
education === Este trabalho se originou das nossas preocupa??es com as quest?es relativas ?
forma??o do professor de educa??o infantil. A partir das dificuldades
experimentadas como professora principiante na pr?-escola, julgamos importante
pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos
como objetivo dessa pesquisa, investigar necessidades de forma??o docente de
professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se
inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como
procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise
documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o
metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos
da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e
que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo
Huberman (2007) como professoras principiantes. Da an?lise dos dados,
fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas:
Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es
explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para
Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de
Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a
nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado
por sentimentos amb?guos de euforia e medo, em que parece haver um choque
com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das
atividades, ao atendimento ?s necessidades individuais de aprendizagem e ?
avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as
professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es
cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que
definem essas dificuldades podem estar relacionadas ao professor, a escola, a
fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem
se delineado as necessidades de forma??o docente, dentre as quais se destacam os
estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas
inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e
brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e
express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do
conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget,
Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um
bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa,
paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na
Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando
atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e
?s professoras, ratificam a nossa compreens?o de que as necessidades de
forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e
continuada
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