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Publication
Professores do 3.' Ciclo e Ensino Secundário: A sua representação do aluno
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Authors
Advisor(s)
Abstract(s)
Dá-se conta de uma investigação centrada na exploração
da representação de professores de terceiro ciclo
de escolaridade, em início e meio de carreira, sobre cis
alunos desse ciclo.
A pesquisa insere-se no quadro da Teoria das Rcpresentações
Sociais e foi conduzida com base na recolha
dos discursos dos professores, através de eritrevista
semi-estruturada. Recorreu-se quer a diversos
contextos de produção dos discursos (alunos em geral,
bom aluno, mau aluno, aluno ideal), quer, posteriormente,
a diversas modalidades de análise dos mesmos
(temática e categoria], avaliativa e estrutural).
Salienta-se que a análise dos dados revela a existência
de uma forte estabilidade e coerência interna da
representação em estudo, especialmente assente na
mobilização escolar do aluno e na relação que estabelece
com o seu professor. A força destas dimensões da
representação encontra confirmação em pesquisas anteriores
e justifica as leituras que sublinham a relevância
de uma apreensão do aluno muito marcada por uma
pedagogia sobretudo tradicional. Salienta-se também o forte impacte das avaliações negativas - possíveis indicadores
de uma atitude desfavorável em relação ao
aluno -, apesar da ligeira prevalência das avaliações
positivas.
É particularmente este último dado, mas também o
peso avassalador das questões instrucionais que nos
Icvam a questionar em que medida a relação pedagógica
se oferece como um bom contexto de desenvolvimento
pessoal e social dos alunos.
ABSTRACT:This article reports on a study of high school teachers’ representations of their pupils, considering teachers in early and middle phases of their careers. This research was made in the framework of the Theory of Social Representation, and it was conducted by the analysis of the teachers’ speech during semistructured interviews. Various speech contexts were studied (discussing the students in general, a good student, a bad student, an ideal student), and different speech analysis approaches were used (themes, categories, evaluation and structural). The analysis reveals a high degree of stability and interna1 coherence in the representations under study, strongly based on the academic dedication of the student and on the relationship with the teacher. The power of these dimensions on the teachers‘ representations is confirmed by previous research and supports the views that the studens’ images are highly influenced by the more traditional aspects of pedagogy. Negative evaluations of students have a strong impact - possibily even on the teachers’ attitude towards the studens, even though positive evaluations were slightly more prevalent. This last result, and also the strong dominance of the more instructional aspects of the teachers’ experience, raise the question whether the pedagogical relationship is a good context for the personal and social development of the students
ABSTRACT:This article reports on a study of high school teachers’ representations of their pupils, considering teachers in early and middle phases of their careers. This research was made in the framework of the Theory of Social Representation, and it was conducted by the analysis of the teachers’ speech during semistructured interviews. Various speech contexts were studied (discussing the students in general, a good student, a bad student, an ideal student), and different speech analysis approaches were used (themes, categories, evaluation and structural). The analysis reveals a high degree of stability and interna1 coherence in the representations under study, strongly based on the academic dedication of the student and on the relationship with the teacher. The power of these dimensions on the teachers‘ representations is confirmed by previous research and supports the views that the studens’ images are highly influenced by the more traditional aspects of pedagogy. Negative evaluations of students have a strong impact - possibily even on the teachers’ attitude towards the studens, even though positive evaluations were slightly more prevalent. This last result, and also the strong dominance of the more instructional aspects of the teachers’ experience, raise the question whether the pedagogical relationship is a good context for the personal and social development of the students
Description
Keywords
Representação do professor sobre o aluno Terceiro ciclo Mobilização escolar Relação professor-aluno Atitude negativa Academic dedication Students’ representation by teachers high school Negative attitudes Teacher-student relationships
Citation
Analise Psicológica XV(4), 541-562
Publisher
Instituto Superior de Psicologia Aplicada