Formação de professores de nível superior e demais níveis de ensino: uma revisão de literatura

• Ano de defesa: 2021
• Autor(a) principal: Dal Bosco, Elisandra Cristina
• Orientador(a): Rodrigues, Maria Ester
• Banca de defesa: Rodrigues, Maria Ester , Röesch, Isabel Cristina Corrêa , Zanardini, Isaura Monica Souza , Henklain, Marcelo Henrique Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Formação de Professores; Análise do Comportamento; Revisão de Literatura
• Palavras-chave em Inglês: Teacher Education; Behavior Analysis; Literature Review
• Área do conhecimento CNPq: Sociedade e Educação
• Link de acesso: https://tede.unioeste.br/handle/tede/5835

The role of higher education teachers, with regard specifically to the task of teaching and the development of educational skills, does not differ from teachers at other levels of education. This paper aimed to review studies published in Portuguese language journals that propose to use or discuss teacher skills, common to teachers of any level of education, carried out in the behavioral-analytic framework, in the period 2011-2020. Sixteen articles have been found from a database search (CAPES Journals), search engines (Google Academic and Microsoft Academic) and reference journals in the area (RBTCC; Perspectives in Behavior Analysis; Acta Comportamentalia and REBAC). The studies were analyzed from 25 categories (and subcategories), previously extracted from the introductory literature. The obtained data indicated a small number of articles published in the analyzed period, with a decreasing trend in the last years. There was dispersion regarding the journals, with a prevalence of publications in multiapproach journals as well as dispersion regarding the authors of the analyzed studies and regarding the materials and instruments used for collection, intervention/teaching and data analysis. As for the nature or type of work, there was a predominance of trials and only two experimental studies (both performed with AB design). Only 31.25% of the studies had participants and two others analyzed documents. Among the 61 participants of this research, all were teachers, and of the 56 who had their schooling mentioned, 91.07% had complete specialization. As for the level of education, there was prevalence of elementary and higher education, with no direct mentions to early childhood education and high school. Regular education was the most frequent teaching modality and the vast majority of studies were carried out in public schools and universities, which were the predominant setting for conducting research. It was not possible to identify a trend regarding the involvement of participants and researchers in the interventions performed. Among the most mentioned contents in the articles is the theme of "Teaching Skills" (with prevalence of the category "how to teach"), "Generic Social and Educational Skills" (with prevalence of HSE) and in third place the "Base Conceptions” (definition of teaching effectiveness, conception of teaching and learning, definition of education and the role of the school and concept of behavior). Less frequently, the themes related to "Knowledge of the taught subjects", "Teacher-Student Relationship" and to other contents with a unique occurrence were also mentioned. Half of the works that performed a training established performance criteria to advance in subsequent units and all declared to have achieved the objectives they proposed. The results of this research can serve to guide the development of intervention programs for teacher training, so that teachers are more qualified to promote the learning of their students, contributing to the quality of education and, consequently, to the development of society and survival of culture.