Habilidades sociais educativas na interação professor-aluno
Ano de defesa: | 2009 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Especial - PPGEEs
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/3017 |
Resumo: | The interaction between students and teacher-student are considered a basic aspect of the education-learning process. The nature and the quality of this interaction will play a decisive role on this process s characteristics and on the products of the school. The present study intends to verify in a larger sample based on the System of Educative Social Skills, which classes and subclasses teachers have in the interactions with their students and demands observed; characterize possible patterns of behaviors teachers and check the influence of sociodemographic characteristics in issuing these standards and to analyze the frequency and the quality of teacher interaction and students with low academic performance and students with good academic performance. In this research, the sample was twenty teachers from Elementary School in interaction with its pupils. The pupils were selected by Protocol of teacher evaluation and formed a group with four learning difficult students and four good academic performance students. The correlational method was used to check the relations between variables. The study was conducted in classrooms of three basic education municipal schools of a town from São Paulo state. The instruments were: 1) Instrument of socioeconomic status evaluation ( Critério Brazil ); 2) a Protocol for teacher s characterization; 3) a Protocol of evaluation by the teacher and 4) Educative Social Skill s System (ESS). There was a pilot study to define aspects as adaptation time, demands to be made, the length of videotaping and the positioning of equipments in the classroom. Data collection was registered in thirds of 30 minutes each. The first part of time was adaptation and the other two were the videotaping of demands (Portuguese and Mathematic classes).The filming analysis was done through systematic observation and the frequencies was registered in a protocol based in ESCS. For reliability of observation data, three judges of prior knowledge of Social Skills were trained to analyze 20% of data collected. Descriptives and inferential analysis were used (Mann-Whitney test and ANOVA Kruskal-Wallis test). The results indicated: (a) the existence of a stable pattern, because the participants showed little flexibility and variability of behavior; (b) the influence of variables such as age, degree and range in issuing behavior considered ESS, (d) was not statistically significant difference between groups of students, but it was observed that the teachers the most positive responses from students with good academic performance of students. These results led to a characterization of the teachers repertoire and showed the need for implementation of programs of intervention in social skills for these teachers. |
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Manolio, Carina LuizaDel Prette, Almirhttp://lattes.cnpq.br/2191226494887247http://lattes.cnpq.br/89546294447581622016-06-02T19:46:05Z2009-07-232016-06-02T19:46:05Z2009-02-20MANOLIO, Carina Luiza. Educative Social Skills in teacher and student interaction. 2009. 159 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/3017The interaction between students and teacher-student are considered a basic aspect of the education-learning process. The nature and the quality of this interaction will play a decisive role on this process s characteristics and on the products of the school. The present study intends to verify in a larger sample based on the System of Educative Social Skills, which classes and subclasses teachers have in the interactions with their students and demands observed; characterize possible patterns of behaviors teachers and check the influence of sociodemographic characteristics in issuing these standards and to analyze the frequency and the quality of teacher interaction and students with low academic performance and students with good academic performance. In this research, the sample was twenty teachers from Elementary School in interaction with its pupils. The pupils were selected by Protocol of teacher evaluation and formed a group with four learning difficult students and four good academic performance students. The correlational method was used to check the relations between variables. The study was conducted in classrooms of three basic education municipal schools of a town from São Paulo state. The instruments were: 1) Instrument of socioeconomic status evaluation ( Critério Brazil ); 2) a Protocol for teacher s characterization; 3) a Protocol of evaluation by the teacher and 4) Educative Social Skill s System (ESS). There was a pilot study to define aspects as adaptation time, demands to be made, the length of videotaping and the positioning of equipments in the classroom. Data collection was registered in thirds of 30 minutes each. The first part of time was adaptation and the other two were the videotaping of demands (Portuguese and Mathematic classes).The filming analysis was done through systematic observation and the frequencies was registered in a protocol based in ESCS. For reliability of observation data, three judges of prior knowledge of Social Skills were trained to analyze 20% of data collected. Descriptives and inferential analysis were used (Mann-Whitney test and ANOVA Kruskal-Wallis test). The results indicated: (a) the existence of a stable pattern, because the participants showed little flexibility and variability of behavior; (b) the influence of variables such as age, degree and range in issuing behavior considered ESS, (d) was not statistically significant difference between groups of students, but it was observed that the teachers the most positive responses from students with good academic performance of students. These results led to a characterization of the teachers repertoire and showed the need for implementation of programs of intervention in social skills for these teachers.A interação tanto entre alunos como entre professor e aluno são considerados aspectos fundamentais para a compreensão do processo de ensino-aprendizagem A natureza e a qualidade da interação entre professor e estudante será decisiva sobre características desse processo e dos produtos da escola. Nesse sentido, o presente estudo teve como objetivos verificar em uma amostra ampliada com base no Sistema de Habilidades Sociais Educativas, quais classes e subclasses os professores apresentam com maior e menor frequência na interação com seus alunos e nas demandas observadas; caracterizar possíveis padrões de comportamento dos professores e verificar a influência de características sociodemográficas na emissão desses padrões e analisar a frequência e a qualidade da interação professor e alunos com baixo desempenho acadêmico e alunos com bom desempenho acadêmico. Foram participantes 22 professores do Ensino Fundamental I em interação com seus alunos. Os estudantes foram selecionados a partir do Protocolo de Avaliação para o professor e formouse em cada sala de aula um grupo com quatro alunos com baixo desempenho e outro com quatro alunos com bom desempenho acadêmico. Foi utilizado o método correlacional para se verificar as relações existentes entre as variáveis. O estudo foi realizado em salas de aulas, de três escolas municipais de Ensino Fundamental I de uma cidade do interior do Estado de São Paulo. Foram utilizados como instrumentos: (1) Protocolo de caracterização dos professores; (2) Instrumento de avaliação socioeconômica (Critério Brasil); (3) Protocolo de avaliação para o professor; (4) Ficha de Localização do Aluno em Sala de Aula; (5) Sistema de Habilidades Sociais Educativas (SHSE). Realizou-se um estudo piloto para definir aspectos como tempo de adaptação, demandas a serem utilizadas, tempo de filmagem e posicionamento dos equipamentos em sala de aula. Para a coleta de dados foram filmados três períodos de 30 minutos cada. O primeiro período foi de adaptação e os outros dois de filmagem das demandas (português e matemática). As análises das filmagens foram feitas por meio de observação sistemática e as frequências registradas em um protocolo de registro de frequência do SHSE. Para obter fidedignidade dos dados de observação três juízes com conhecimento prévio na área de Habilidades Sociais foram treinados para analisar 20% da amostra coletada. Na análise estatística dos dados foram realizados testes descritivos e inferenciais (Teste de Mann-Whitney e teste ANOVA Kruskal-Wallis). Os resultados indicaram: (a) pouca flexibilidade e variabilidade de comportamentos pelos professores; (b) os comportamentos dos professores não estavam sob controle das características das demandas observadas; (c) a influência de variáveis como idade, curso superior e série na emissão de alguns comportamentos considerados HSE; (d) não foi observada diferença estatística significativa entre os grupos de alunos, mas foi observado que os professores consequenciam mais positivamente as respostas dos alunos com bom desempenho acadêmico do que as dos alunos com baixo desempenho. Esses resultados permitiram realizar uma caracterização do repertório de HSE dos professores e mostraram a necessidade de realização de programas de intervenção em habilidades sociais para esses professores.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRHabilidades sociais educativasInteração professor-alunoDificuldade de aprendizagemHabilidades sociaisProfessores - formaçãoTeacher-student relationshipsEducative social skillsSocial skillsLearning difficultiesTeacher preparationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALHabilidades sociais educativas na interação professor-alunoEducative Social Skills in teacher and student interactioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2324.pdfapplication/pdf598527https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3017/1/2324.pdf5324acdd4d792095a004d7e15fc41932MD51THUMBNAIL2324.pdf.jpg2324.pdf.jpgIM Thumbnailimage/jpeg5667https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/3017/2/2324.pdf.jpg2faf9b23890b40c0b38788aece39eb84MD52ufscar/30172019-09-11 02:22:03.862oai:repositorio.ufscar.br:ufscar/3017Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:46:42.221022Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Habilidades sociais educativas na interação professor-aluno |
dc.title.alternative.eng.fl_str_mv |
Educative Social Skills in teacher and student interaction |
title |
Habilidades sociais educativas na interação professor-aluno |
spellingShingle |
Habilidades sociais educativas na interação professor-aluno Manolio, Carina Luiza Habilidades sociais educativas Interação professor-aluno Dificuldade de aprendizagem Habilidades sociais Professores - formação Teacher-student relationships Educative social skills Social skills Learning difficulties Teacher preparation CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Habilidades sociais educativas na interação professor-aluno |
title_full |
Habilidades sociais educativas na interação professor-aluno |
title_fullStr |
Habilidades sociais educativas na interação professor-aluno |
title_full_unstemmed |
Habilidades sociais educativas na interação professor-aluno |
title_sort |
Habilidades sociais educativas na interação professor-aluno |
author |
Manolio, Carina Luiza |
author_facet |
Manolio, Carina Luiza |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8954629444758162 |
dc.contributor.author.fl_str_mv |
Manolio, Carina Luiza |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Almir |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2191226494887247 |
contributor_str_mv |
Del Prette, Almir |
dc.subject.por.fl_str_mv |
Habilidades sociais educativas Interação professor-aluno Dificuldade de aprendizagem Habilidades sociais Professores - formação |
topic |
Habilidades sociais educativas Interação professor-aluno Dificuldade de aprendizagem Habilidades sociais Professores - formação Teacher-student relationships Educative social skills Social skills Learning difficulties Teacher preparation CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Teacher-student relationships Educative social skills Social skills Learning difficulties Teacher preparation |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
The interaction between students and teacher-student are considered a basic aspect of the education-learning process. The nature and the quality of this interaction will play a decisive role on this process s characteristics and on the products of the school. The present study intends to verify in a larger sample based on the System of Educative Social Skills, which classes and subclasses teachers have in the interactions with their students and demands observed; characterize possible patterns of behaviors teachers and check the influence of sociodemographic characteristics in issuing these standards and to analyze the frequency and the quality of teacher interaction and students with low academic performance and students with good academic performance. In this research, the sample was twenty teachers from Elementary School in interaction with its pupils. The pupils were selected by Protocol of teacher evaluation and formed a group with four learning difficult students and four good academic performance students. The correlational method was used to check the relations between variables. The study was conducted in classrooms of three basic education municipal schools of a town from São Paulo state. The instruments were: 1) Instrument of socioeconomic status evaluation ( Critério Brazil ); 2) a Protocol for teacher s characterization; 3) a Protocol of evaluation by the teacher and 4) Educative Social Skill s System (ESS). There was a pilot study to define aspects as adaptation time, demands to be made, the length of videotaping and the positioning of equipments in the classroom. Data collection was registered in thirds of 30 minutes each. The first part of time was adaptation and the other two were the videotaping of demands (Portuguese and Mathematic classes).The filming analysis was done through systematic observation and the frequencies was registered in a protocol based in ESCS. For reliability of observation data, three judges of prior knowledge of Social Skills were trained to analyze 20% of data collected. Descriptives and inferential analysis were used (Mann-Whitney test and ANOVA Kruskal-Wallis test). The results indicated: (a) the existence of a stable pattern, because the participants showed little flexibility and variability of behavior; (b) the influence of variables such as age, degree and range in issuing behavior considered ESS, (d) was not statistically significant difference between groups of students, but it was observed that the teachers the most positive responses from students with good academic performance of students. These results led to a characterization of the teachers repertoire and showed the need for implementation of programs of intervention in social skills for these teachers. |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-07-23 2016-06-02T19:46:05Z |
dc.date.issued.fl_str_mv |
2009-02-20 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:46:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MANOLIO, Carina Luiza. Educative Social Skills in teacher and student interaction. 2009. 159 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/3017 |
identifier_str_mv |
MANOLIO, Carina Luiza. Educative Social Skills in teacher and student interaction. 2009. 159 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
url |
https://repositorio.ufscar.br/handle/ufscar/3017 |
dc.language.iso.fl_str_mv |
por |
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por |
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openAccess |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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BR |
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Universidade Federal de São Carlos |
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