O período de estágio pedagógico e o desenvolvimento profissional dos professores principiantes: um estudo com uma perspetiva de género
DOI:
https://doi.org/10.47197/retos.v77.113023Palavras-chave:
Professores iniciantes, programa de encaminhamento pedagógico, desenvolvimento profissional, crescimento profissional, géneroResumo
Introdução: O desenvolvimento profissional dos professores principiantes continua a ser uma preocupação relevante nos sistemas educativos contemporâneos. Embora a investigação anterior tenha analisado as motivações para o ingresso na profissão docente, pouca atenção tem sido dada à mentoria pedagógica como um mecanismo estruturado para apoiar a transição dos professores principiantes para a prática profissional e o desenvolvimento de competências pedagógicas essenciais, especialmente numa perspetiva sensível ao género.
Objectivo: Este estudo visa examinar as percepções dos professores principiantes sobre a mentoria pedagógica e a sua contribuição percebida para o desenvolvimento profissional, com especial atenção às diferenças relacionadas com o género.
Metodologia: Foi utilizado um desenho de investigação não experimental, baseado num questionário. Os dados foram recolhidos através de um questionário estruturado composto por seis dimensões: competências pedagógicas, planeamento instrucional, gestão da sala de aula, interação com os alunos, práticas reflexivas e impacto global percebido do programa. A amostra foi constituída por 400 professores principiantes que concluíram o programa de mentoria no leste do Cazaquistão.
Resultados: Os resultados indicam melhorias autodeclaradas em todas as dimensões das competências pedagógicas examinadas após a participação no programa. De um modo geral, as perceções sobre o programa de mentoria foram positivas. Foram observadas pequenas diferenças relacionadas com o género, com as professoras a reportarem perceções ligeiramente mais positivas sobre a eficácia do programa.
Discussão: Os resultados sugerem que a mentoria é percecionada pelos professores principiantes como uma forma significativa de apoio profissional. No entanto, os resultados reflectem as mudanças percebidas e não constituem evidência de efeitos causais do programa.
Conclusões: Considerar o género como uma categoria analítica proporciona uma compreensão mais aprofundada da variação nas experiências relatadas pelos professores principiantes. Dada a utilização de dados auto-reportados e a ausência de um grupo de controlo, o estudo oferece evidências descritivas e contextuais do sistema educativo do Cazaquistão, que contribuem para os debates atuais sobre o apoio ao desenvolvimento profissional dos professores principiantes.
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Direitos de Autor (c) 2025 Gulden Yespolova, Aidana Tanirbergen, Anargul Sharipkhanova, Ainur Ansabayeva; Bagi Bazarbek; Saniya Nurgaliyeva
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