Teaching career’s attraction and rejection factors: analysis of students and graduates perceptions in teacher education programs

Gomes, Candido Alberto; Palazzo, Janete

doi:10.1590/s0104-40362017000100004

Cited by 11 publications

(9 citation statements)

References 14 publications

(17 reference statements)

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“…With regard to deaf graduates, a worrying piece of data is that 30% of this group have no income and 70% earn up to 2 minimum wages. That data sugests the results that Silva and Speller (2008) and Gomes and Palazzo (2017) researched. They surveyed graduates in Pedagogy and discovered that the students choice for Pedagogy was based on the ease of getting a job after qualifying.…”

Section: What Is Your Income?supporting

confidence: 88%

Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf

Moraes

Galasso

Janoario

et al. 2018

Ensaio: aval.pol.públ.Educ.

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This study focuses on the trajectory of graduates from the Instituto Nacional de Educação de Surdos (National Institute for the Education of the Deaf) -INES. It aims at analysing the career development and academic outcomes of students who followed Education degree courses at the INES. One of the objectives of our research was to assess the relationship between these students' degree courses and graduate follow-up. As a survey tool, we used a bilingual online questionnaire (BSL -Brazilian Sign Language -and Portuguese Language), comprising multiple choice and essay questions, designed for 41 graduates in Education, who obtained their degrees between 2009 and 2016. The majority of the participants were mixed-race women, with no hearing disability, average age of 37, and a monthly income of 3 to 4 minimum wages. The analysed data reveals that more than 90% of the graduates regarded their INES degree courses as good or excellent. In relation to the content of these degree courses, twelve categories were considered rather unsatisfactory, and the most criticised of all was the "curriculum". Other topics frequently criticised were: the lack of BSL modules in the curriculum, the standard of teaching, lack of modules related to deafness, internship and materials available.

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Section: What Is Your Income?supporting

confidence: 88%

Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf

Moraes

Galasso

Janoario

et al. 2018

Ensaio: aval.pol.públ.Educ.

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“…Or, did the selection processes approve a sufficient number of candidates but some of the latter decided not to matriculate? The idea of those speculations is to evoke the phantom of the lack of attractiveness of the teaching career indicated by the studies that have been cited in the text above (BARRETTO, 2015;GATTI, 2014;PALAZZO, GOMES, 2017;PEIXOTO, 2012). In an endeavor to make a more in-depth analysis of places' occupation of the places offered, the figures in Table 4 have been des-aggregated by areas of knowledge and qualification to which the respective courses were associated using the Organisation for Economic Co-operation and Development (OECD) classification adopted by the UAB, and they are presented accordingly in Table 5.…”

Section: Resultsmentioning

confidence: 99%

Teacher education: is it beating its head on a brick wall?

Nunes

2017

Ensaio: aval.pol.públ.Educ.

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Brazilian basic education still lacks qualified teachers. The Brazilian Open University System (UAB) is a branch of a public educational policy designed to address that problem. This quantitative/descriptive paper analyses UAB System statistics ( to June 2015, specifically regarding vacancies, enrolment and the number of students that graduate. It was revealed that 68.3% of all vacancies were allocated to teacher education courses, and within that sphere 67.5% were degree courses for basic education teachers and 32.4%, complementary courses. The enrolment percentage was around 86%, while the proportion of students graduating was around 61%. Analysis of the figures suggests that the UAB sought to achieve its main goal, as a public policy that induces teacher education for Brazilian basic education teaching staff. However, it is conjectured that problems related to the teaching profession itself discourage students from joining and from finalizing their courses, thereby weakening the potential performance of the UAB System. Keywords: Education policy. Teacher education. Brazilian Open University System (UAB). Introduction: A Renewed ProblemAn increasing body of research reveals how unattractive the teaching profession is in Brazil largely due to low prestige, poor pay, the gap between qualification and reality, violence in schools and a multitude of other factors (BARRETTO, 2015; GATTI, 2014). Research has also questioned why high enrolment levels in teaching degree courses persist alongside a shortage of teachers in schools, especially for certain teaching subjects and in certain regions: could it be that there are "too few teachers and too many with teaching degrees?" (PALAZZO; GOMES, 2017). Two refrains have been historically reiterated: devaluation of educators and lack of them. Teacher education: is it beating its head on a brick wall?An intelligent decision was made in 2006 to stimulate the qualification of teachers for basic education by means of the Brazilian Open University System (UAB is the Portuguese acronym) under the administration of the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior -Capes). The underlying logic is consistent: distance education is flexible, low cost compared to physical attendance courses, public and free of charge to the students, has a notorious capillarity, can reach out to distant places and allows for the use of high quality teaching materials and staff.Has a program with such a broad outreach as the UAB effectively met those needs? Has the money (correctly) invested been transformed into tangible contributions? This paper sets out to delineate the answers to those questions by analyzing the data from UAB. It touches on an assessment that transcends that ambit, however, and it is worthwhile keeping up the suspense as to whether we are still producing too many graduates with teaching qualifications but not enough teachers. Even the best objectives and strategies and the richest arrays of ta...

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“…Otros investigadores han encontrado resultados similares alrededor de la MI, demostrándose que para motivar personas que han dedicado su vida a la docencia, los factores intrínsecos son los que mueven al compromiso y al mejoramiento. Por ello, lograr fortalecer la motivación en un grupo docente es un aporte significativo a la calidad de la educación, pues se ha encontrado evidencia de su relación con la autoeficacia, la satisfacción con el trabajo, el interés en asumir papeles adicionales en la escuela y la obtención de logros académicos importantes por sus estudiantes [43][44][45] .…”

Section: Discussionunclassified

Motivaciones que inciden en la participación de docentes en procesos de educación para la sexualidad

Niño-Bautista

Cáceres

Hakspiel-Plata

et al. 2018

revsal

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Objetivos: Determinar las características de la motivación y comprender los significados que tiene, para los colectivos docentes, participar en procesos formativos en educación para la sexualidad. Metodología: Método mixto: etapa cuantitativa fundamentada en la teoría de Deci y Ryan, evaluó motivación interna, externa y desmotivación, utilizando el modelo de Rasch; etapa cualitativa con enfoque fenomenológico y aplicación de entrevistas semiestructuradas. Resultados: Participaron 104 docentes de siete instituciones educativas del municipio de Socorro-Santander. El análisis sobre ítems y docentes, según modelo Rasch, para los tres tipos de motivación, tuvo buenos resultados que permitieron identificar las características relacionadas, así como determinar que la motivación interna fue la que llevó a la mayoría de docentes a participar en el proceso formativo de educación para la sexualidad. Esto fue corroborado por las entrevistas, evidenciando que el colectivo docente interpretó dicho proceso como una oportunidad para mejorar su práctica docente y aumentar sus conocimientos en el tema. Conclusiones: La ubicación del 66% de docentes en lo alto de la escala de motivación interna permitió identificar la fuerza motivacional para asistir al proceso formativo. Atender a intereses y necesidades, así como reforzar la autonomía y la autodeterminación en grupos docentes que requieren capacitación en educación para la sexualidad, es una buena forma de lograr participación y compromiso estable y duradero como formadores en el área. De acuerdo con la búsqueda bibliográfica realizada, este estudio sobre la motivación y los procesos de capacitación docente en educación para la sexualidad es pionero.

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Teaching career’s attraction and rejection factors: analysis of students and graduates perceptions in teacher education programs

Cited by 11 publications

References 14 publications

Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf

Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf

Teacher education: is it beating its head on a brick wall?

Motivaciones que inciden en la participación de docentes en procesos de educación para la sexualidad

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