Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado
Ano de defesa: | 2018 |
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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
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia - PPGPsi
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/10581 |
Resumo: | It´s noticed the need and importance of preparing teachers to deal with the challenges that interfere in the teaching and learning process, as well as with the interpersonal demands of their personal and professional life. The theoretical-practical field of Social Skills presents resources for that, with evidences of effectiveness and efficiency of face-to-face teacher´s programs. In order to this training reach the teaching community, it is crucial to investigate modalities of disseminating these practices with evidence of effectiveness. This research evaluated the first module of a social skills course for teachers by investigating the relationships between the characteristics of the teachers-trainees (sociodemographic data, professional performance, technology domain, professional self-evaluation, understanding about social-emotional development and classroom management), the program process (attendance, quality of engagement, course aspects) and results (social skills performance and knowledge). The program was conducted in the blended learning mode, with six units, totaling 40 hours of face-to-face activities and in the virtual learning environment. Participated eleven teachers of the 1st to 5th year of elementary public school, who answered the IHS-Del-Prette (version 2016) and a knowledge questionnaire about social skills, as well as personal information and conceptions. Moreover, the performance of the teachers throughout the program were also evaluated by tutors. The data were analyzed descriptively and inferentially (Student's t, Wilcoxon and Spearman's Correlation). The results have indicated that the program was effective in indicators of social skills reporting, measured by IHS-Del-Prette, in the total score (t(10)=2,43; p=0,035; g=0,24), skills of social self-exposure in F4 (t(10)=2,46; p=0,034; g=0,71) and in affective-sexual assertiveness skills in F5 (t(10)=2,25; p=0,049; g=0,42), as well as by improving acquisition of knowledge, evaluated in the open questions (Z=-2,76; p=0,003; r=-0,59), closed (t(10)=3,022; p=0,013; g=0,80) and total score (Z=-2,93; p=0,001; r=-0,63). It was found significant and negative correlations between sociodemographic variables (age, time from graduation and professional experience) and the variables of process (notes for improvement of tasks, managing the virtual environment and overall course performance) and outcome (social skills performance), as well as positive correlations between the students' initial self-assessment (in social skills assertive, emotional self-control, conflict management) and the teacher´s improvement of their social self-exposition assertiveness ability. The data reinforce the importance to considering the initial characteristics of teachers as a way to plan aspects of the process and in the establishment of conditions for in service teacher´s programs. Limitations and implications of the results of this pilot study are discussed along the thesis. |
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Cintra, Amelie BussolanDel Prette, Zilda Aparecida Pereirahttp://lattes.cnpq.br/8113238388739093http://lattes.cnpq.br/60368587068756472018-10-16T19:42:38Z2018-10-16T19:42:38Z2018-03-01CINTRA, Amelie Bussolan. Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado. 2018. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10581.https://repositorio.ufscar.br/handle/ufscar/10581It´s noticed the need and importance of preparing teachers to deal with the challenges that interfere in the teaching and learning process, as well as with the interpersonal demands of their personal and professional life. The theoretical-practical field of Social Skills presents resources for that, with evidences of effectiveness and efficiency of face-to-face teacher´s programs. In order to this training reach the teaching community, it is crucial to investigate modalities of disseminating these practices with evidence of effectiveness. This research evaluated the first module of a social skills course for teachers by investigating the relationships between the characteristics of the teachers-trainees (sociodemographic data, professional performance, technology domain, professional self-evaluation, understanding about social-emotional development and classroom management), the program process (attendance, quality of engagement, course aspects) and results (social skills performance and knowledge). The program was conducted in the blended learning mode, with six units, totaling 40 hours of face-to-face activities and in the virtual learning environment. Participated eleven teachers of the 1st to 5th year of elementary public school, who answered the IHS-Del-Prette (version 2016) and a knowledge questionnaire about social skills, as well as personal information and conceptions. Moreover, the performance of the teachers throughout the program were also evaluated by tutors. The data were analyzed descriptively and inferentially (Student's t, Wilcoxon and Spearman's Correlation). The results have indicated that the program was effective in indicators of social skills reporting, measured by IHS-Del-Prette, in the total score (t(10)=2,43; p=0,035; g=0,24), skills of social self-exposure in F4 (t(10)=2,46; p=0,034; g=0,71) and in affective-sexual assertiveness skills in F5 (t(10)=2,25; p=0,049; g=0,42), as well as by improving acquisition of knowledge, evaluated in the open questions (Z=-2,76; p=0,003; r=-0,59), closed (t(10)=3,022; p=0,013; g=0,80) and total score (Z=-2,93; p=0,001; r=-0,63). It was found significant and negative correlations between sociodemographic variables (age, time from graduation and professional experience) and the variables of process (notes for improvement of tasks, managing the virtual environment and overall course performance) and outcome (social skills performance), as well as positive correlations between the students' initial self-assessment (in social skills assertive, emotional self-control, conflict management) and the teacher´s improvement of their social self-exposition assertiveness ability. The data reinforce the importance to considering the initial characteristics of teachers as a way to plan aspects of the process and in the establishment of conditions for in service teacher´s programs. Limitations and implications of the results of this pilot study are discussed along the thesis.É reconhecida a necessidade e importância de preparar os professores para lidarem com os desafios que interferem no processo de ensino e aprendizagem, como também com as demandas interpessoais presentes em sua vida pessoal e profissional. O campo teórico-prático das Habilidades Sociais (HS) apresenta recursos para isso, com evidências de eficácia e efetividade dos programas destinados a professores em modalidade presencial. Para que essa formação atinja a comunidade docente é fundamental investigar modalidades de disseminação dessas práticas com evidências de efetividade. Este trabalho avaliou o primeiro módulo de um curso de habilidades sociais para professores investigando relações entre as características de professores cursistas (dados sociodemográficos, atuação profissional, domínio da tecnologia, autoavaliação profissional, concepção sobre o desenvolvimento socioemocional e manejo em sala de aula) e indicadores de processo (assiduidade, qualidade do engajamento, avaliação do cursista sobre o curso) e de resultados (repertório de HS e aquisição de conhecimento em HS) de um programa de HS. A intervenção foi realizada na modalidade semipresencial, com seis unidades, totalizando 40h de atividades presenciais e no ambiente virtual de aprendizagem. Participaram 11 professores do 1° ao 5° ano do Ensino Fundamental, da rede pública, que responderam o IHS-Del-Prette (versão 2016) e questionários de conhecimento sobre HS bem como de informações pessoais e concepções. O desempenho dos professores ao longo do módulo foi também avaliado pelos tutores. Os dados foram analisados descritiva e inferencialmente (t de Student, Wilcoxon e Correlação de Spearman). Os resultados indicaram que o programa foi efetivo em indicadores de relato de habilidades sociais, tanto no escore total (t(10)=2,43; p=0,035; g=0,24) como em habilidades de assertividade de autoexposição social no F4 (t(10)=2,46; p=0,034; g=0,71) e em habilidades de assertividade afetivo-sexual no F5 (t(10)=2,25; p=0,049; g=0,42) do IHS-Del-Prette, assim como, na aquisição de conhecimentos, avaliado em questões abertas (Z=-2,76; p=0,003; r=-0,59), fechadas (t(10)=3,022; p=0,013; g=0,80) e escore total (Z=-2,93; p=0,001; r=-0,63). Foram obtidas correlações significativas e negativas entre as variáveis sociodemográficas (idade, tempo de formação e de atuação) e as variáveis de processo (notas de melhoria nas tarefas, manuseio no ambiente virtual e desempenho no curso) e resultado (desempenho de habilidades sociais), bem como correlações positivas entre a autoavaliação inicial dos cursistas (em habilidades sociais assertivas, autocontrole emocional, manejo de conflitos) e a melhoria das habilidades de assertividade de autoexposição social. Os dados reforçam a relevância de considerar as características iniciais dos professores no planejamento de aspectos do processo e no estabelecimento de condições para programas de formação continuada. São discutidas limitações e implicações dos resultados deste estudo piloto.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarPrograma de habilidades sociaisFormação continuada de professoresEnsino semipresencialAvaliação de processoCaracterísticas do clienteSocial skills trainingIn serviceBlended learningProcess evaluationTrainee’s characteristicsCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::RELACOES INTERPESSOAISPrograma semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultadoBlended social skills program for teachers: trainees characteristics and indicators of process and result.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDiss_Mestrado_Amelie_Cintra.pdfDiss_Mestrado_Amelie_Cintra.pdfDissertação de Mestradoapplication/pdf2127550https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/10581/1/Diss_Mestrado_Amelie_Cintra.pdfe8e53416b7372d7c77350c3f95ea1ee6MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/10581/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTDiss_Mestrado_Amelie_Cintra.pdf.txtDiss_Mestrado_Amelie_Cintra.pdf.txtExtracted texttext/plain267997https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/10581/5/Diss_Mestrado_Amelie_Cintra.pdf.txt683a14fe35ab7092220a78586e8f5010MD55THUMBNAILDiss_Mestrado_Amelie_Cintra.pdf.jpgDiss_Mestrado_Amelie_Cintra.pdf.jpgIM Thumbnailimage/jpeg5849https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/10581/6/Diss_Mestrado_Amelie_Cintra.pdf.jpg9834a64cb1dbd417aef0cce0ed97d70aMD56ufscar/105812019-09-11 03:24:24.254oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:55:58.919972Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
dc.title.alternative.eng.fl_str_mv |
Blended social skills program for teachers: trainees characteristics and indicators of process and result. |
title |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
spellingShingle |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado Cintra, Amelie Bussolan Programa de habilidades sociais Formação continuada de professores Ensino semipresencial Avaliação de processo Características do cliente Social skills training In service Blended learning Process evaluation Trainee’s characteristics CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::RELACOES INTERPESSOAIS |
title_short |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
title_full |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
title_fullStr |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
title_full_unstemmed |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
title_sort |
Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado |
author |
Cintra, Amelie Bussolan |
author_facet |
Cintra, Amelie Bussolan |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6036858706875647 |
dc.contributor.author.fl_str_mv |
Cintra, Amelie Bussolan |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8113238388739093 |
contributor_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.subject.por.fl_str_mv |
Programa de habilidades sociais Formação continuada de professores Ensino semipresencial Avaliação de processo Características do cliente |
topic |
Programa de habilidades sociais Formação continuada de professores Ensino semipresencial Avaliação de processo Características do cliente Social skills training In service Blended learning Process evaluation Trainee’s characteristics CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::RELACOES INTERPESSOAIS |
dc.subject.eng.fl_str_mv |
Social skills training In service Blended learning Process evaluation Trainee’s characteristics |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::RELACOES INTERPESSOAIS |
description |
It´s noticed the need and importance of preparing teachers to deal with the challenges that interfere in the teaching and learning process, as well as with the interpersonal demands of their personal and professional life. The theoretical-practical field of Social Skills presents resources for that, with evidences of effectiveness and efficiency of face-to-face teacher´s programs. In order to this training reach the teaching community, it is crucial to investigate modalities of disseminating these practices with evidence of effectiveness. This research evaluated the first module of a social skills course for teachers by investigating the relationships between the characteristics of the teachers-trainees (sociodemographic data, professional performance, technology domain, professional self-evaluation, understanding about social-emotional development and classroom management), the program process (attendance, quality of engagement, course aspects) and results (social skills performance and knowledge). The program was conducted in the blended learning mode, with six units, totaling 40 hours of face-to-face activities and in the virtual learning environment. Participated eleven teachers of the 1st to 5th year of elementary public school, who answered the IHS-Del-Prette (version 2016) and a knowledge questionnaire about social skills, as well as personal information and conceptions. Moreover, the performance of the teachers throughout the program were also evaluated by tutors. The data were analyzed descriptively and inferentially (Student's t, Wilcoxon and Spearman's Correlation). The results have indicated that the program was effective in indicators of social skills reporting, measured by IHS-Del-Prette, in the total score (t(10)=2,43; p=0,035; g=0,24), skills of social self-exposure in F4 (t(10)=2,46; p=0,034; g=0,71) and in affective-sexual assertiveness skills in F5 (t(10)=2,25; p=0,049; g=0,42), as well as by improving acquisition of knowledge, evaluated in the open questions (Z=-2,76; p=0,003; r=-0,59), closed (t(10)=3,022; p=0,013; g=0,80) and total score (Z=-2,93; p=0,001; r=-0,63). It was found significant and negative correlations between sociodemographic variables (age, time from graduation and professional experience) and the variables of process (notes for improvement of tasks, managing the virtual environment and overall course performance) and outcome (social skills performance), as well as positive correlations between the students' initial self-assessment (in social skills assertive, emotional self-control, conflict management) and the teacher´s improvement of their social self-exposition assertiveness ability. The data reinforce the importance to considering the initial characteristics of teachers as a way to plan aspects of the process and in the establishment of conditions for in service teacher´s programs. Limitations and implications of the results of this pilot study are discussed along the thesis. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-10-16T19:42:38Z |
dc.date.available.fl_str_mv |
2018-10-16T19:42:38Z |
dc.date.issued.fl_str_mv |
2018-03-01 |
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 |
CINTRA, Amelie Bussolan. Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado. 2018. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10581. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10581 |
identifier_str_mv |
CINTRA, Amelie Bussolan. Programa semipresencial de habilidades sociais para professores: características dos cursistas e indicadores de processo e resultado. 2018. Dissertação (Mestrado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10581. |
url |
https://repositorio.ufscar.br/handle/ufscar/10581 |
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.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Psicologia - PPGPsi |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
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bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1767351135398526976 |