Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Mestrado Acad?mico em Educa??o
|
Departamento: |
DEPARTAMENTO DE EDUCA??O
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.uefs.br:8080/handle/tede/1495 |
Resumo: | The present research aims to understand the teachers? professional development process at the Federal Institute of Education, Science, and Technology of Bahia, who worked during the COVID-19 pandemic scenario in 2020 and 2021 years. In fact, a qualitative study was undertaken based on the Grounded Theory (GT), using the semistructured interview as a data collection instrument, in addition to the sociodemographic questionnaire to get to know the participants better. In total, 12 permanent teachers who worked in the integrated high school/secondary school at different IFBA campuses were interviewed. The results show that many teachers were not prepared for the transition between face-to-face teaching and remote teaching, and this adaptation generated numerous dilemmas and challenges in their professional development processes during this period. It was found that there is a demand for teacher education that meets the specificity of this teaching, for which the courses offered by the institution, in general, were not sufficient. Thus, the teachers needed to look for their own alternatives so that the main sources of their knowledge were self-education and their experience. The most mobilized didactic knowledge was the use of digital technology, evaluation and follow of learning processes and class time management. And the main lessons learned by teachers were linked to the use of technology in the educational context, the discovery of new methodological strategies for remote teaching, and the overcoming of limiting beliefs rooted in the thinking and doing of a teacher. Despite these advances, working conditions were marked by arrangement of domestic space and acquisition/use of equipment and furniture without adequate institutional support, increased working hours, and challenges related to mental health.?The theoretical model built in this investigation allowed us to understand that, despite the difficulties of the pandemic, the teachers? work in the remote teaching format contributed to they could?advance in their professional development processes? considering that they needed to relearn?how to teach in a new educational environment which is mediated by technology. Finally, the research also reveals the need to invest in teacher education and professional development policies, as well as in offering working conditions that contribute to teachers? well-being and professional satisfaction. |
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Santos, David Moises Barreto dos97278300568http://lattes.cnpq.br/590493583061804504733278560http://lattes.cnpq.br/5478054475140206Silva, Camila Lopes da2023-08-07T15:38:12Z2022-07-29SILVA, Camila Lopes da. Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados. 2022. 179 f. Disserta??o. Mestrado Acad?mico em Educa??o. Universidade Estadual de Feira de Santana, Feira de Santana, 2022.http://tede2.uefs.br:8080/handle/tede/1495The present research aims to understand the teachers? professional development process at the Federal Institute of Education, Science, and Technology of Bahia, who worked during the COVID-19 pandemic scenario in 2020 and 2021 years. In fact, a qualitative study was undertaken based on the Grounded Theory (GT), using the semistructured interview as a data collection instrument, in addition to the sociodemographic questionnaire to get to know the participants better. In total, 12 permanent teachers who worked in the integrated high school/secondary school at different IFBA campuses were interviewed. The results show that many teachers were not prepared for the transition between face-to-face teaching and remote teaching, and this adaptation generated numerous dilemmas and challenges in their professional development processes during this period. It was found that there is a demand for teacher education that meets the specificity of this teaching, for which the courses offered by the institution, in general, were not sufficient. Thus, the teachers needed to look for their own alternatives so that the main sources of their knowledge were self-education and their experience. The most mobilized didactic knowledge was the use of digital technology, evaluation and follow of learning processes and class time management. And the main lessons learned by teachers were linked to the use of technology in the educational context, the discovery of new methodological strategies for remote teaching, and the overcoming of limiting beliefs rooted in the thinking and doing of a teacher. Despite these advances, working conditions were marked by arrangement of domestic space and acquisition/use of equipment and furniture without adequate institutional support, increased working hours, and challenges related to mental health.?The theoretical model built in this investigation allowed us to understand that, despite the difficulties of the pandemic, the teachers? work in the remote teaching format contributed to they could?advance in their professional development processes? considering that they needed to relearn?how to teach in a new educational environment which is mediated by technology. Finally, the research also reveals the need to invest in teacher education and professional development policies, as well as in offering working conditions that contribute to teachers? well-being and professional satisfaction.A presente pesquisa tem como objetivo compreender o processo de desenvolvimento profissional docente dos professores do Instituto Federal de Educa??o, Ci?ncia e Tecnologia da Bahia (IFBA), que atuaram durante o cen?rio da pandemia da COVID-19, nos anos de 2020 e 2021. Com efeito, empreendeu-se um estudo qualitativo a partir da Teoria Fundamentada nos Dados (TFD), tendo como dispositivo de produ??o de dados a entrevista semiestruturada, al?m do question?rio sociodemogr?fico para conhecer melhor os participantes. Foram entrevistados doze professores efetivos que atuavam no ensino m?dio integrado em diferentes campi do IFBA. Os resultados evidenciam que muitos professores n?o estavam preparados para a transi??o entre o ensino presencial e o remoto emergencial, e essa adapta??o gerou in?meros dilemas e desafios em seu processo de desenvolvimento profissional nesse per?odo. Constatou-se existir demanda para a forma??o docente que atendesse ?s especificidades desse ensino, para a qual os cursos oferecidos pela institui??o, de modo geral, n?o foram suficientes. Assim, os professores precisaram buscar alternativas pr?prias de modo que as principais fontes dos seus saberes foram a autoforma??o e a sua experi?ncia. Os saberes did?ticos mais mobilizados foram a utiliza??o de tecnologias digitais, avalia??o e acompanhamento dos processos de aprendizagem e administra??o do tempo de aula. As principais aprendizagens dos professores estavam ligadas ao uso das tecnologias no contexto educacional, ?s descobertas de novas estrat?gias metodol?gicas para o ensino remoto e ? supera??o de cren?as limitadoras enraizadas no pensar e fazer docente. Apesar desses avan?os, as condi??es de trabalho foram marcadas pela adequa??o do espa?o dom?stico e aquisi??o/uso de equipamentos e m?veis sem apoio institucional adequado, aumento da carga hor?ria laboral e presen?a de desafios relacionados ? sa?de mental. O modelo te?rico constru?do nessa investiga??o permitiu compreender que, apesar das dificuldades desse cen?rio de pandemia, a atua??o dos professores no formato de ensino remoto colaborou para que esses profissionais pudessem avan?ar no seu processo de desenvolvimento profissional ? tendoem vista que eles precisaram (re)aprender a ensinar em um novo ambiente educacional mediado por tecnologias. Finalmente, a pesquisa tamb?m revela a necessidade do investimento em pol?ticas de forma??o e desenvolvimento profissional docente, bem comona oferta de condi??es de trabalho que contribuam para o bem-estar e satisfa??o profissional dos docentes.Submitted by Amanda Ponce (aponce@uefs.br) on 2023-08-07T15:38:12Z No. of bitstreams: 1 DESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdf: 2464451 bytes, checksum: c29e757c36add67629afd8cdc15d0452 (MD5)Made available in DSpace on 2023-08-07T15:38:12Z (GMT). No. of bitstreams: 1 DESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdf: 2464451 bytes, checksum: c29e757c36add67629afd8cdc15d0452 (MD5) Previous issue date: 2022-07-29application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acad?mico em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??ODesenvolvimento profissional docentePandemia da COVID-19Condi??es de trabalho docenteSaberes docentesEduca??o profissional e tecnol?gicaTeaching knowledgeTechnological professional educationProfessional developmentCOVID-19 pandemicTeaching working conditionsCIENCIAS HUMANAS::EDUCACAOEDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOTOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTEDesenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dadosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600600600-7450372820171171698-24034581891035236771111033602885789932347026281161140584info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdfDESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdfapplication/pdf2464451http://tede2.uefs.br:8080/bitstream/tede/1495/2/DESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdfc29e757c36add67629afd8cdc15d0452MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
title |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
spellingShingle |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados Silva, Camila Lopes da Desenvolvimento profissional docente Pandemia da COVID-19 Condi??es de trabalho docente Saberes docentes Educa??o profissional e tecnol?gica Teaching knowledge Technological professional education Professional development COVID-19 pandemic Teaching working conditions CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE |
title_short |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
title_full |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
title_fullStr |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
title_full_unstemmed |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
title_sort |
Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados |
author |
Silva, Camila Lopes da |
author_facet |
Silva, Camila Lopes da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, David Moises Barreto dos |
dc.contributor.advisor1ID.fl_str_mv |
97278300568 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5904935830618045 |
dc.contributor.authorID.fl_str_mv |
04733278560 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5478054475140206 |
dc.contributor.author.fl_str_mv |
Silva, Camila Lopes da |
contributor_str_mv |
Santos, David Moises Barreto dos |
dc.subject.por.fl_str_mv |
Desenvolvimento profissional docente Pandemia da COVID-19 Condi??es de trabalho docente Saberes docentes Educa??o profissional e tecnol?gica Teaching knowledge Technological professional education |
topic |
Desenvolvimento profissional docente Pandemia da COVID-19 Condi??es de trabalho docente Saberes docentes Educa??o profissional e tecnol?gica Teaching knowledge Technological professional education Professional development COVID-19 pandemic Teaching working conditions CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE |
dc.subject.eng.fl_str_mv |
Professional development COVID-19 pandemic Teaching working conditions |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO TOPICOS ESPECIFICOS DE EDUCACAO::ENSINO PROFISSIONALIZANTE |
description |
The present research aims to understand the teachers? professional development process at the Federal Institute of Education, Science, and Technology of Bahia, who worked during the COVID-19 pandemic scenario in 2020 and 2021 years. In fact, a qualitative study was undertaken based on the Grounded Theory (GT), using the semistructured interview as a data collection instrument, in addition to the sociodemographic questionnaire to get to know the participants better. In total, 12 permanent teachers who worked in the integrated high school/secondary school at different IFBA campuses were interviewed. The results show that many teachers were not prepared for the transition between face-to-face teaching and remote teaching, and this adaptation generated numerous dilemmas and challenges in their professional development processes during this period. It was found that there is a demand for teacher education that meets the specificity of this teaching, for which the courses offered by the institution, in general, were not sufficient. Thus, the teachers needed to look for their own alternatives so that the main sources of their knowledge were self-education and their experience. The most mobilized didactic knowledge was the use of digital technology, evaluation and follow of learning processes and class time management. And the main lessons learned by teachers were linked to the use of technology in the educational context, the discovery of new methodological strategies for remote teaching, and the overcoming of limiting beliefs rooted in the thinking and doing of a teacher. Despite these advances, working conditions were marked by arrangement of domestic space and acquisition/use of equipment and furniture without adequate institutional support, increased working hours, and challenges related to mental health.?The theoretical model built in this investigation allowed us to understand that, despite the difficulties of the pandemic, the teachers? work in the remote teaching format contributed to they could?advance in their professional development processes? considering that they needed to relearn?how to teach in a new educational environment which is mediated by technology. Finally, the research also reveals the need to invest in teacher education and professional development policies, as well as in offering working conditions that contribute to teachers? well-being and professional satisfaction. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-07-29 |
dc.date.accessioned.fl_str_mv |
2023-08-07T15:38:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Camila Lopes da. Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados. 2022. 179 f. Disserta??o. Mestrado Acad?mico em Educa??o. Universidade Estadual de Feira de Santana, Feira de Santana, 2022. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/1495 |
identifier_str_mv |
SILVA, Camila Lopes da. Desenvolvimento profissional de professores do Instituto Federal da Bahia durante a pandemia de COVID-19 (2020-2021): um estudo no ensino m?dio integrado baseado na teoria fundamentada nos dados. 2022. 179 f. Disserta??o. Mestrado Acad?mico em Educa??o. Universidade Estadual de Feira de Santana, Feira de Santana, 2022. |
url |
http://tede2.uefs.br:8080/handle/tede/1495 |
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por |
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openAccess |
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Universidade Estadual de Feira de Santana |
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Mestrado Acad?mico em Educa??o |
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UEFS |
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Brasil |
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DEPARTAMENTO DE EDUCA??O |
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Universidade Estadual de Feira de Santana |
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Biblioteca Digital de Teses e Dissertações da UEFS |
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http://tede2.uefs.br:8080/bitstream/tede/1495/2/DESENVOLVIMENTO_PROFISSIONAL_DE_PROFESSORES_DO_INSTITUTO_FEDERAL_DA_BAHIA_DURANTE_A_PANDEMIA_DE_COVID_19__2020_2021__UM_ESTUDO_NO_ENSINO_MEDIO_INTEGRADO_BASEADO_NA_TEORIA_FUNDAMENTADA_NOS_DADOS.pdf http://tede2.uefs.br:8080/bitstream/tede/1495/1/license.txt |
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c29e757c36add67629afd8cdc15d0452 7b5ba3d2445355f386edab96125d42b7 |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS) |
repository.mail.fl_str_mv |
bcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.br |
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1796793646075346944 |