Formação continuada e desenvolvimento profissional dos docentes de administração
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
Departamento: |
Psicologia
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/16056 |
Resumo: | This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institution |
id |
PUC_SP-1_1e9f670dbfe741a93e1e7237634811c9 |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/16056 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
André, Marli Eliza Dalmazo Afonso dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751824A9Aguiar, Victor Rafael Laurenciano2016-04-28T20:56:33Z2012-11-132012-10-17Aguiar, Victor Rafael Laurenciano. The in-service teacher education and the professional development of professors of Business Administration. 2012. 130 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16056This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institutionEste trabalho visou estudar como a formação continuada contribui para o desenvolvimento profissional de professores de Administração. Além deste objetivo principal, três outros objetivos secundários foram definidos: identificar quais são os saberes profissionais docentes destes professores e como os constituíram, se eles desenvolvem seus saberes por meio de iniciativas próprias e/ou institucionais e, por fim, se sentem a necessidade de uma constante atualização. Realizou-se o estudo de muitos autores, todavia deve-se destacar que, em relação ao tema desenvolvimento profissional, Imbernón e Marcelo foram os principais referenciais, enquanto em relação aos saberes profissionais docentes, Tardif foi o autor mais consultado. Para alcançar os objetivos propostos realizou-se um estudo do tipo survey com 235 professores que atuam na graduação em Administração, de 10 diferentes instituições de ensino, todas comunitárias e pertencentes ao Sistema ACAFE (Associação Catarinense das Fundações Educacionais). Por meio dos dados coletados pode-se constatar que o pressuposto inicial deste trabalho, expresso na própria questão de pesquisa, de que a formação continuada contribui para o desenvolvimento profissional, estava correto, pois apesar de todas as limitações apontadas na formação continuada atualmente oferecida por todas as Instituições, ainda assim os docentes consideram que a mesma auxilia muito . Mas pôde-se perceber que há um entendimento restrito de desenvolvimento profissional, como sinônimo de formação continuada e neste sentido, confirmou-se que a formação continuada poderia contribuir efetivamente para o desenvolvimento profissional se contemplasse (1) a reflexão sobre os saberes experienciais; (2) a atualização dos saberes do campo específico da administração; (3) a discussão da função da Universidade e de suas políticas institucionais; (4) a proposta curricular do curso como um todo; (5) o conhecimento da realidade e dos discentes da Instituiçãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32332/Victor%20Rafael%20Laurenciano%20Aguiar.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaDesenvolvimento profissional docenteFormação continuadaSaberes profissionais docentesGraduação em administraçãoProfessional development of professorsIn-service teacher educationTeacher professional knowledgeBachelor in Business AdministrationCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALFormação continuada e desenvolvimento profissional dos docentes de administraçãoThe in-service teacher education and the professional development of professors of Business Administrationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTVictor Rafael Laurenciano Aguiar.pdf.txtVictor Rafael Laurenciano Aguiar.pdf.txtExtracted texttext/plain272884https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/3/Victor%20Rafael%20Laurenciano%20Aguiar.pdf.txt0f6aeb3efb58793d1f028315eec289d1MD53ORIGINALVictor Rafael Laurenciano Aguiar.pdfapplication/pdf1232087https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/1/Victor%20Rafael%20Laurenciano%20Aguiar.pdf1e5221ecbe853f7e229d9e559eea84a8MD51THUMBNAILVictor Rafael Laurenciano Aguiar.pdf.jpgVictor Rafael Laurenciano Aguiar.pdf.jpgGenerated Thumbnailimage/jpeg1948https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/2/Victor%20Rafael%20Laurenciano%20Aguiar.pdf.jpg0edc7e8604b8445342b554dc47f951e5MD52handle/160562022-04-27 15:28:48.241oai:repositorio.pucsp.br:handle/16056Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:28:48Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Formação continuada e desenvolvimento profissional dos docentes de administração |
dc.title.alternative.eng.fl_str_mv |
The in-service teacher education and the professional development of professors of Business Administration |
title |
Formação continuada e desenvolvimento profissional dos docentes de administração |
spellingShingle |
Formação continuada e desenvolvimento profissional dos docentes de administração Aguiar, Victor Rafael Laurenciano Desenvolvimento profissional docente Formação continuada Saberes profissionais docentes Graduação em administração Professional development of professors In-service teacher education Teacher professional knowledge Bachelor in Business Administration CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Formação continuada e desenvolvimento profissional dos docentes de administração |
title_full |
Formação continuada e desenvolvimento profissional dos docentes de administração |
title_fullStr |
Formação continuada e desenvolvimento profissional dos docentes de administração |
title_full_unstemmed |
Formação continuada e desenvolvimento profissional dos docentes de administração |
title_sort |
Formação continuada e desenvolvimento profissional dos docentes de administração |
author |
Aguiar, Victor Rafael Laurenciano |
author_facet |
Aguiar, Victor Rafael Laurenciano |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751824A9 |
dc.contributor.author.fl_str_mv |
Aguiar, Victor Rafael Laurenciano |
contributor_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
Desenvolvimento profissional docente Formação continuada Saberes profissionais docentes Graduação em administração |
topic |
Desenvolvimento profissional docente Formação continuada Saberes profissionais docentes Graduação em administração Professional development of professors In-service teacher education Teacher professional knowledge Bachelor in Business Administration CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Professional development of professors In-service teacher education Teacher professional knowledge Bachelor in Business Administration |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institution |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-11-13 |
dc.date.issued.fl_str_mv |
2012-10-17 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Aguiar, Victor Rafael Laurenciano. The in-service teacher education and the professional development of professors of Business Administration. 2012. 130 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16056 |
identifier_str_mv |
Aguiar, Victor Rafael Laurenciano. The in-service teacher education and the professional development of professors of Business Administration. 2012. 130 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
url |
https://tede2.pucsp.br/handle/handle/16056 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/3/Victor%20Rafael%20Laurenciano%20Aguiar.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/1/Victor%20Rafael%20Laurenciano%20Aguiar.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/16056/2/Victor%20Rafael%20Laurenciano%20Aguiar.pdf.jpg |
bitstream.checksum.fl_str_mv |
0f6aeb3efb58793d1f028315eec289d1 1e5221ecbe853f7e229d9e559eea84a8 0edc7e8604b8445342b554dc47f951e5 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1793424105908731904 |