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Publication
Ensinar em contexto prisional: Motivações e desafios
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| 1.67 MB | Adobe PDF |
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Abstract(s)
A investigação “Ensinar em Contexto Prisional: Motivações e Desafios” explora as
motivações e desafios dos professores em contexto prisional. Pretende identificar os fatores
que motivam os professores a escolherem e permanecerem neste contexto, compreender os
desafios enfrentados e verificar se as suas perspetivas em relação ao contexto mudaram ao
longo do tempo. Parte-se da hipótese de que os desafios impactam na motivação docente. O
estudo fundamenta-se nas Teorias da Expectativa-Valor (e.g., Alston et al., 2017; Miner,
2015; Van Eerde & Thierry, 1996; Watt & Richardson, 2015) e da Autodeterminação (e.g.,
Cernev & Hentschke, 2012; Deci & Ryan, 1985; Savolainen, 2018; Watt & Richardson,
2015). Foram realizadas 13 entrevistas estruturadas via Zoom com professores de várias
regiões do país que lecionavam no ano letivo 2023/2024. A análise dos resultados foi efetuada
com base na Análise de Conteúdo proposta por Bardin (1977). Os resultados indicam que os
professores são motivados pelo desejo de impactar positivamente na vida dos alunos, isto é,
de fazer a diferença e por uma forte necessidade de realização pessoal e profissional. Embora
enfrentem dificuldades, encontram gratificação no seu trabalho, sendo influenciados por
Fatores Humanos, Pedagógicos, Contextuais, Organizacionais e Políticos e de Formação.
Conclui-se que, para aumentar a motivação e enfrentar os desafios, são necessários
investimentos em formação, recursos e reconhecimento
The research “Teaching in a Prison Context: Motivations and Challenges” explores the motivations and challenges of teachers in a prison context. It aims to identify the factors that motivate teachers to choose and remain in this context, to understand the challenges they face and to see if their perspectives on the context have changed over time. It is based on the hypothesis that challenges have an impact on teacher motivation. The study is based on Expectancy-Value Theory (e.g., Alston et al., 2017; Miner, 2015; Van Eerde & Thierry, 1996; Watt & Richardson, 2015) and Self-Determination Theory (e.g., Cernev & Hentschke, 2012; Deci & Ryan, 1985; Savolainen, 2018; Watt & Richardson, 2015). Thirteen structured interviews were conducted via Zoom with teachers from various regions of the country who were teaching in the 2023/2024 school year. The results were analyzed using the content analysis proposed by Bardin (1977). The results indicate that teachers are motivated by the desire to have a positive impact on students' lives, i.e. to make a difference, and by a strong need for personal and professional fulfillment. Although they face difficulties, they find gratification in their work and are influenced by Human, Pedagogical, Contextual, Organizational, Political and Training Factors. The conclusion is that, to increase motivation and face the challenges, investments in training, resources and recognition are necessary. :
The research “Teaching in a Prison Context: Motivations and Challenges” explores the motivations and challenges of teachers in a prison context. It aims to identify the factors that motivate teachers to choose and remain in this context, to understand the challenges they face and to see if their perspectives on the context have changed over time. It is based on the hypothesis that challenges have an impact on teacher motivation. The study is based on Expectancy-Value Theory (e.g., Alston et al., 2017; Miner, 2015; Van Eerde & Thierry, 1996; Watt & Richardson, 2015) and Self-Determination Theory (e.g., Cernev & Hentschke, 2012; Deci & Ryan, 1985; Savolainen, 2018; Watt & Richardson, 2015). Thirteen structured interviews were conducted via Zoom with teachers from various regions of the country who were teaching in the 2023/2024 school year. The results were analyzed using the content analysis proposed by Bardin (1977). The results indicate that teachers are motivated by the desire to have a positive impact on students' lives, i.e. to make a difference, and by a strong need for personal and professional fulfillment. Although they face difficulties, they find gratification in their work and are influenced by Human, Pedagogical, Contextual, Organizational, Political and Training Factors. The conclusion is that, to increase motivation and face the challenges, investments in training, resources and recognition are necessary. :
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Motivação Desafios Ensino em Contexto Prisional Motivation