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As crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula : estudo no 3º ciclo de escolas públicas brasileiras e portuguesas
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Abstract(s)
O presente estudo investiga as crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula e teve como objetivo principal fazer um levantamento das crenças dos professores sobre a motivação dos alunos e relacioná-las com as perceções de clima de sala de aula e a motivação dos alunos. Este objetivo subdividiu-se em objetivos mais específicos, nomeadamente: Estudar as crenças dos professores sobre a motivação dos alunos; Construir e validar um questionário sobre as crenças dos professores, acerca da motivação dos alunos; Analisar a relação entre as crenças dos professores sobre a motivação dos alunos e a perceção que os alunos têm do ambiente de sala de aula; Analisar a relação entre as crenças dos professores sobre a motivação dos alunos e a motivação dos alunos; Comparar as crenças dos professores brasileiros e portugueses sobre a motivação dos alunos. Atendendo ao problema que se propõe estudar e à questão de partida à qual se procura responder recorreu-se a abordagens quantitativas e qualitativas. Desta forma, através dos resultados obtidos constatou-se uma conexão entre a componente prática e a componente teórica desta investigação, onde é possível verificar que os profissionais de educação identificaram o fator “Estratégias de Ensino” como sendo uma das principais causas para a motivação do aluno em sala de aula. Concluiu-se ainda que os professores entrevistados consideraram a motivação como elemento fundamental para a aprendizagem em sala de aula e se reconheceram como maior responsável por motivar o aluno nesse contexto. Do ponto de vista da comparação entre os professores brasileiros e portugueses e das variáveis desta pesquisa, a variável “Relação professor aluno”, mostrou uma diferença, por ser considerada pelos professores brasileiros, um fator mais significativo para a motivação dos alunos no ambiente de sala de aula. Esta dimensão é, no entanto, a mais valorizada por ambos os grupos. Nas outras duas dimensões, apesar de as diferenças não serem estatisticamente significativas, verifica-se um padrão de respostas diferente entre os professores portugueses e os professores brasileiros. A análise da relação entre as crenças dos professores sobre a motivação dos alunos e a motivação destes permitiu verificar que os alunos dos professores que se atribuem mais responsabilidade pela motivação destes, apresentam tendencialmente níveis mais elevados de motivação intrínseca.
The present study investigates teachers 'beliefs about students' motivation in the classroom environment and its main objective was to survey teachers 'beliefs about students' motivation and to relate them to classroom climate perceptions and student motivation. This objective was subdivided into more specific objectives, namely: To study teachers 'beliefs about students' motivation; Build and validate a questionnaire about teachers 'beliefs, about students' motivation; Analyze the relationship between teachers' beliefs about students' motivation and the students' perception of the classroom environment; Analyze the relationship between teachers' beliefs about student motivation and student motivation; Compare the beliefs of Brazilian and Portuguese teachers about student motivation. In view of the problem that is proposed to be studied and the starting question to which one seeks to respond, quantitative and qualitative approaches have been used. Thus, through the results obtained, a connection was found between the practical component and the theoretical component of this investigation, where it is possible to verify that education professionals identified the “Teaching Strategies” factor as being one of the main causes for the motivation of the student in the classroom. It was also concluded that the teachers interviewed considered motivation as a fundamental element for classroom learning and recognized themselves as the most responsible for motivating the student in this context. From the point of view of the comparison between Brazilian and Portuguese teachers and the variables of this research, the variable “Teacher-student relationship”, showed a difference, as it is considered by Brazilian teachers, a more significant factor for students' motivation in the classroom environment of class. This dimension is, however, the most valued by both groups. In the other two dimensions, although the differences are not statistically significant, there is a different pattern of responses between Portuguese teachers and Brazilian teachers. The analysis of the relationship between teachers' beliefs about students' motivation and their motivation allowed us to verify that teachers' students who attribute more responsibility for their motivation, tend to have higher levels of intrinsic motivation.
The present study investigates teachers 'beliefs about students' motivation in the classroom environment and its main objective was to survey teachers 'beliefs about students' motivation and to relate them to classroom climate perceptions and student motivation. This objective was subdivided into more specific objectives, namely: To study teachers 'beliefs about students' motivation; Build and validate a questionnaire about teachers 'beliefs, about students' motivation; Analyze the relationship between teachers' beliefs about students' motivation and the students' perception of the classroom environment; Analyze the relationship between teachers' beliefs about student motivation and student motivation; Compare the beliefs of Brazilian and Portuguese teachers about student motivation. In view of the problem that is proposed to be studied and the starting question to which one seeks to respond, quantitative and qualitative approaches have been used. Thus, through the results obtained, a connection was found between the practical component and the theoretical component of this investigation, where it is possible to verify that education professionals identified the “Teaching Strategies” factor as being one of the main causes for the motivation of the student in the classroom. It was also concluded that the teachers interviewed considered motivation as a fundamental element for classroom learning and recognized themselves as the most responsible for motivating the student in this context. From the point of view of the comparison between Brazilian and Portuguese teachers and the variables of this research, the variable “Teacher-student relationship”, showed a difference, as it is considered by Brazilian teachers, a more significant factor for students' motivation in the classroom environment of class. This dimension is, however, the most valued by both groups. In the other two dimensions, although the differences are not statistically significant, there is a different pattern of responses between Portuguese teachers and Brazilian teachers. The analysis of the relationship between teachers' beliefs about students' motivation and their motivation allowed us to verify that teachers' students who attribute more responsibility for their motivation, tend to have higher levels of intrinsic motivation.
Description
Tese apresentada para o cumprimento dos requisitos necessários à obtenção de grau de Doutor(a) em Ciências da Educação na área de especialização em Psicologia e Educação apresentada no ISPA – Instituto Universitário no ano de 2018
Keywords
Crenças dos professores Motivação dos alunos Sala de aula 3 ciclo Estratégias de ensino Teachers 'beliefs Students' motivation Classroom 3rd cycle teaching strategies