Avaliação de um programa de desenvolvimento profissional docente em neurociência aplicada à educação

Abstract

The training of teachers and the competencies necessary for their professional performance have been under debate in the context of public educational policies since the late 90s. The relevance of topics related to the area of neurosciences gains prominence by better understanding the functioning of the brain and its specificities, which have much to contribute to the professional development of teachers. The program called "Life Sciences at School", object of this study, was developed by researchers of the Graduate Program in Psychobiology of the Faculty of Philosophy, Sciences and Letters of Ribeirão Preto of the University of São Paulo, which aimed to provide specific knowledge of neurosciences that could improve the educational practices of teachers of Basic Education of teaching, as well as impact on the development of teacher self-efficacy. The first phase of the program was a preparatory course in neurosciences, in the form of distance learning. The 26 participants who started and finished the module, voluntarily, answered all the instruments (Sociodemographic questionnaire; Teacher self-efficacy scale; Learning Strategies Questionnaire and Instructional Procedures Reaction Questionnaire). Based on the quasi-experimental design, three stages were carried out, with application of the instruments in the first stage, specific training of teachers in the second stage and application of the instruments in the third stage. The quantitative data were transposed to the JASP statistical program and for all statistical analyses the alpha significance level of 5% was used. The second phase of the program deepened three themes of the neurosciences with a proposal for more interactive teaching-learning between the CVE team and participants. Peer comparisons revealed a significant difference in the teacher self-efficacy scale in the measures of instructional strategies (W=73.0; p< 0.05), which motivates and arouses the interest of students in their learning process and classroom management (W= 47.0; p< 0.05), which refers to how teachers perceive their ability to supervise students' behaviors, however, there was no difference in student engagement measures (W=100.5; p> 0.05), suggesting that the program did not affect teachers' ability to perceive their teaching and evaluation strategies. Regarding the evaluation of the program's process, there was a greater concentration of responses at the highest points of the scale of learning strategies, with emphasis on the strategies of elaboration and practical application and control of motivation. It was also observed that the teachers judged the quality of the course excellently. There was also a positive correlation between the factors of the teacher self-efficacy scale and the factors of self-regulatory learning strategies. The results of this study that sought, among other objectives, to evaluate teacher self-efficacy before and after the training program were consistent with Bandura's conception, since the program impacted on domain experiences, vicarious experiences, and...