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Publication
Abordagem steam, bem-estar laboral e compromisso profissional: Um estudo exploratório com docentes do ensino secundário em portugal
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| 1.33 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A abordagem STEAM tem sido promovida como uma abordagem pedagógica capaz de responder às exigências do século XXI, ao integrar as artes nas áreas técnico-científicas. A sua implementação no ensino secundário português ainda é limitada, e pouco se sabe sobre o papel das perceções dos professores nesse processo. Este estudo teve como objetivo analisar a relação entre as perceções de professores do ensino secundário sobre STEAM, o Bem-Estar Laboral e o Compromisso Profissional dos Docentes. Procurou-se também perceber se estas variáveis variam consoante a oferta educativa (científico-humanística vs. artística), a rede de ensino (pública vs. privada/cooperativa) e a área disciplinar.
A investigação envolveu 105 professores do ensino secundário em Portugal. Os dados foram recolhidos através de um questionário online, que incluiu escalas para avaliar perceções sobre a STEAM (Familiaridade, Atitudes e Confiança), Bem-Estar Laboral e Compromisso Profissional. Os resultados mostraram correlações positivas entre as perceções sobre STEAM, o Bem-Estar Laboral e o Compromisso dos docentes.
Estes dados sugerem que professores com maior bem-estar e compromisso estão mais recetivos à adoção de práticas STEAM. O estudo reforça a importância de investir na formação contínua dos docentes e em condições de trabalho que favoreçam a inovação. Os resultados contribuem para a compreensão dos fatores que influenciam a implementação da abordagem STEAM no ensino secundário português.
STEAM has been promoted as a pedagogical approach capable of responding to the demands of the 21st century, by integrating the arts in technical-scientific areas. Its implementation in Portuguese high school education is still limited, and little is known about the role of teachers' perceptions in this process. This study aimed to analyse the relationship between perceptions about STEAM, Occupational Well-Being and Teachers' Professional Commitment. It was also sought to understand whether these variables vary according to the educational offer (scientific-humanistic vs. artistic), the education network (public vs. private/cooperative) and the disciplinary area. The research involved 105 high school teachers in Portugal. Data were collected through an online questionnaire, which included scales to assess perceptions of STEAM (Familiarity, Attitudes and Trust), Workplace Well-Being and Professional Commitment. The results showed positive correlations between STEAM perceptions, Occupational Well-Being and teachers' Commitment. These data suggest that teachers with greater well-being and commitment are more receptive to the adoption of STEAM practices. The study reinforces the importance of investing in the continuous training of teachers and in working conditions that favor innovation. The results contribute to the understanding of the factors that influence the implementation of STEAM education in Portuguese secondary education.
STEAM has been promoted as a pedagogical approach capable of responding to the demands of the 21st century, by integrating the arts in technical-scientific areas. Its implementation in Portuguese high school education is still limited, and little is known about the role of teachers' perceptions in this process. This study aimed to analyse the relationship between perceptions about STEAM, Occupational Well-Being and Teachers' Professional Commitment. It was also sought to understand whether these variables vary according to the educational offer (scientific-humanistic vs. artistic), the education network (public vs. private/cooperative) and the disciplinary area. The research involved 105 high school teachers in Portugal. Data were collected through an online questionnaire, which included scales to assess perceptions of STEAM (Familiarity, Attitudes and Trust), Workplace Well-Being and Professional Commitment. The results showed positive correlations between STEAM perceptions, Occupational Well-Being and teachers' Commitment. These data suggest that teachers with greater well-being and commitment are more receptive to the adoption of STEAM practices. The study reinforces the importance of investing in the continuous training of teachers and in working conditions that favor innovation. The results contribute to the understanding of the factors that influence the implementation of STEAM education in Portuguese secondary education.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.
Keywords
Abordagem STEAM Compromisso profissional Inovação pedagógica Formação docente Ensino secundário STEAM Education Professional commitment Pedagogical innovation Teacher training High school