Escolha profissional e inserção no mercado de trabalho: percepções de estudantes formandos

Bardagi, Marúcia Patta; Lassance, Maria Célia Pacheco; Paradiso, Ângela Carina; Menezes, Ioneide Almeida de

doi:10.1590/s1413-85572006000100007

Cited by 45 publications

(59 citation statements)

References 6 publications

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“…With this, it can be deduced that the respondents perceived greater chances of pursuing one of the accounting profession careers due to the fact that they have more options in the job market. is inference contradicts Bardagi et al (2006), which argues that some students overvalue job market conditions and become demotivated and less interested by the profession itself when they perceive di culties in joining it. Also in this respect, there are various studies that comment on these in uences, such as the availability of work, job security, perceived bene ts, and pay packages (Gul et al, 1989;Adams, Pryor & Adams, 1994;Ahmed, Alam & Alam, 1997;Mbawuni & Nimako, 2015).…”

Section: Source: Data From the Research (2016)mentioning

confidence: 97%

To pursue a career in accounting or not: a study based on the Theory of Planned Behavior

Santos

Almeida

2018

Rev. contab. finanç.

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ABSTRACTis study investigates the intention of 691 students graduating from Accounting courses at public universities in the state of Paraná to pursue a career in the area of accounting, based on the eory of Planned Behavior. For the analysis, the sample was divided into ten mesoregions according to the criteria of the Paranaense Institute for Economic and Social Development (Ipardes). e data collected were treated using descriptive statistics and structural equations techniques. e research hypotheses were corroborated in most of the mesoregions and the main ndings show that attitude, subjective norm, and perceived behavioral control variables a ect the students' intention to pursue a career in the area of accounting. e samples for six mesoregions (1. Curitiba Metropolitan Area, 2. East Center, 4. North Central, 5. Northwest, 6. West, and 9. South Center), in which the three hypotheses were corroborated, represent the largest and most developed cities in Paraná. e results in the ten mesoregions studied explain an intention variance of between 27.84% and 64.31%. e ndings of this research contribute to understanding the pro les of accounting graduates from public institutions in the state of Paraná, providing elements to support the managers of the institutions in analyzing and elaborating di erentiated strategies in relation to course curricula and approaches, according to the particular region. In addition, regulatory agencies can use these ndings as a basis for in-depth research on the variables that in uence the intentions of future professionals and to develop policies that guide institutions in developing courses with more adequate and consistent content for the market.

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Section: Source: Data From the Research (2016)mentioning

confidence: 97%

To pursue a career in accounting or not: a study based on the Theory of Planned Behavior

Santos

Almeida

2018

Rev. contab. finanç.

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“…Assim, surge um cenário de instabilidade e incerteza sobre o futuro, com profissionais profundamente preocupados com a sua capacidade de assegurar um emprego capaz de lhes proporcionar estabilidade econômica e financeira (Teixeira, 2002;Bardagi, Lassance, Paradiso & Menezes, 2006;Bardagi, 2007). Essa preocupação chega aos estudantes matriculados atualmente, a até mesmo para aqueles que se encontram no processo de escolher a sua profissão, motivando-lhes a escolher cursos baseados nas expectativas de grandes ganhos financeiros, poder e prestígio social (Bardagi, 2007) em vez da vocação.…”

Section: Segundo Silva Filhounclassified

Quem está ficando para trás? Uma década de evasão nos cursos brasileiros de graduação em Administração de Empresas e Ciências Contábeis

Cunha

Luca

Lima

et al. 2015

REPEC

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ResumoA evasão em Instituições de Ensino Superior (IES) públicas e privadas está associada com perdas sociais, acadêmicas e econômicas consideráveis. Essas perdas afetam toda a sociedade, já que os cidadãos pagam, direta ou indiretamente, pela sua própria educação e a dos seus familiares. O principal objetivo deste estudo foi analisar o comportamento de evasão dos estudantes matriculados nos cursos de graduação em Administração de Empresas e Ciências Contábeis em IES brasileiras entre 2001 e 2010. As taxas de evasão foram pesquisadas por tipo de IES e correlacionadas com o percentual de estudantes que concluíram os seus cursos dentro do prazo ideal. As hipóteses foram testadas com o teste ANOVA, e as variáveis foram submetidas à análise de correspondência simples e múltipla. As estatísticas descritivas mostraram níveis mais altos de evasão nos cursos de Administração de Empresas do que em Ciências Contábeis, porém em níveis gerais mais baixos quando comparados com a literatura. O índice de prazo ideal de conclusão do curso foi maior para Ciências Contábeis, embora não significativamente. Menos de um quarto dos estudantes concluíram os seus cursos dentro do período esperado de cinco anos. Em geral, as conclusões indicam que os cursos de Ciências Contábeis têm taxas menores de evasão nas universidades e nos centros universitários, enquanto os cursos de Administração de Empresas têm taxas maiores de evasão nas faculdades, escolas, institutos e centros de ensino tecnológico. Os resultados deste estudo não pretendem ser uma generalização, mas representam padrões observados dentro das classificações adotadas no estudo.

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“…Based on the idea that the offer and possibility of participation in activities of this type represent an important differential in the teacher education process, and that they can provide a fundamental learning space for building the different types of knowledge necessary to future professional development, it is worth stressing, as some other studies (BARDAGI et al, 2006;CALDERANO, 2006,) have, the importance of efforts to ensure a greater involvement of students in such activities.…”

Section: The Learning Of Teaching and Initial Teacher Educationmentioning

confidence: 99%

Formação docente: percepções de professores ingressantes na rede municipal de ensino do Rio de Janeiro

Nascimento

Reis

2017

Educ. Pesqui.

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This article aims to discuss the meanings attributed by beginning teachers to their experiences in initial and continuing teacher education. It builds on data collected in a study titled O trabalho docente e a aprendizagem da profissão nos primeiros anos da carreira [The Teaching Profession and its Learning in Early Career Years], which investigated how teachers who entered the public education system in Rio de Janeiro from 2010 to 2012 experienced teaching and the work socialization process. That study had as its main interlocutors authors who have been studying teaching and teacher education (Gatti and Nunes, André, Nóvoa, Zeichner, Tardif, Tedesco and Fanfani). The studied subjects were teachers in their early years in basic education. The data collection instruments consisted of an interview with an education department official, questionnaires, and discussion groups with teachers. Data analysis showed a positive evaluation of initial teacher education in terms of the opportunities it provided for reflecting about different aspects of the educational reality, as well as participating in research/ extension activities at supervised internships. However, teachers also evidenced a disconnection between academic knowledge and the practical dimension in their teacher education. The study also found an absence of public policies dedicated to support teachers who are beginning their career, and an absence of on-the-job education initiatives that could offer those teachers favorable and suitable conditions regarding their needs as they begin teaching. KeywordsBeginning teachers -Teacher education -Teaching.

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Escolha profissional e inserção no mercado de trabalho: percepções de estudantes formandos

Cited by 45 publications

References 6 publications

To pursue a career in accounting or not: a study based on the Theory of Planned Behavior

To pursue a career in accounting or not: a study based on the Theory of Planned Behavior

Quem está ficando para trás? Uma década de evasão nos cursos brasileiros de graduação em Administração de Empresas e Ciências Contábeis

Formação docente: percepções de professores ingressantes na rede municipal de ensino do Rio de Janeiro

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