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Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”
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Abstract(s)
Correspondendo o estágio pedagógico ao último ano
do curso de formação inicial de professores, e ao momento
em que os candidatos a professores se estreiam
na profissão, são múltiplos os desafios e tarefas desenvolvimentais
associados a esta etapa. Deste, decorre
um conjunto de cognições e afectos cuja diversidade,
riqueza e intensidade, fazem do estágio um momento
marcante do percurso destes jovens, com um significativo
impacto no seu processo de capacitação e integração
pessoal e profissional no mundo da docência e
no mundo adulto. No presente trabalho é explorada a
dimensão fenomenológica deste “Tornar-se professor”,
dando-se a conhecer as vivências e percepções de um
grupo de 229 professores-estagiários da Universidade
do Minho relativamente a algumas das dimensões mais
importantes da sua experiência de estágio. O estudo
confronta, no início e no final do estágio, o repertório
experiencial destes sujeitos, tomando as variáveis área
do curso (Ciências vs. Letras e Humanidades) e sexo.
As análises dão, também, particular destaque aos ganhos
percebidos pelos sujeitos como decorrendo do
seu primeiro ano de contacto com a docência. Verificou-
se a influência destas duas variáveis sobre algumas
das dimensões avaliadas, e a presença de percepções muito
satisfatórias relativamente aos ganhos decorrentes da
experiência de estágio, afectando várias esferas do desenvolvimento
destes candidatos a professores.
In Portugal, the teaching practice corresponds to the last year of the Initial Teacher Education Program, and to the moment when the teaching candidates have their first contact with the profession. In this stage of the Learning to teach process, there are several challenges and developmental tasks that the student teachers have to deal with, from which results a wide array of feelings and cognitions that have a significant impact on the student teachers’ professional and personal integration and development. Focused on the phenomenological dimension of the teacher training process, this study explores the main experiences and perceptions of a group of 229 student teachers of the University of Minho concerning their practical experience. The study assessed, at the beginning and at the end of the practice, the students’ experiential repertoire, considering two variables: course area (Sciences vs. Arts and Humanities) and gender. The analysis also emphasized the gains that subjects perceive as resulting from their first year of contact with the teaching profession. The influence of those two variables on the variations occurred in student teachers’ answers was verified, as well as the presence of highly satisfactory perceptions in terms of the gains resulting from their practical experience, affecting several dimensions of these teacher candidates’ development.
In Portugal, the teaching practice corresponds to the last year of the Initial Teacher Education Program, and to the moment when the teaching candidates have their first contact with the profession. In this stage of the Learning to teach process, there are several challenges and developmental tasks that the student teachers have to deal with, from which results a wide array of feelings and cognitions that have a significant impact on the student teachers’ professional and personal integration and development. Focused on the phenomenological dimension of the teacher training process, this study explores the main experiences and perceptions of a group of 229 student teachers of the University of Minho concerning their practical experience. The study assessed, at the beginning and at the end of the practice, the students’ experiential repertoire, considering two variables: course area (Sciences vs. Arts and Humanities) and gender. The analysis also emphasized the gains that subjects perceive as resulting from their first year of contact with the teaching profession. The influence of those two variables on the variations occurred in student teachers’ answers was verified, as well as the presence of highly satisfactory perceptions in terms of the gains resulting from their practical experience, affecting several dimensions of these teacher candidates’ development.
Description
Keywords
Transição universidade-mundo do trabalho Vivências e percepções do estágio Desenvolvimento dos professores-estagiários University-work transition Experiences and perceptions during teaching practice Student teachers’ development
Pedagogical Context
Citation
Análise Psicológica, 24(2), 87-98.
Publisher
ISPA - Instituto Superior de Psicologia Aplicada