Aptidão dos professores do Ensino Médio obrigatório na Espanha. Uma percepção com base em autorrelato
DOI:
https://doi.org/10.35362/rie9015145Palavras-chave:
Ensino médio; capacitação dos professores; PISA 2018; ISEC; formação inicial dos professoresResumo
A aptidão profissional docente é um conceito complexo que se manifesta não apenas em um conjunto variado de efeitos, mas também na evolução de sua intensidade ao longo do tempo. Neste contexto, a formação inicial, a formação contínua e as competências docentes reconhecidas pelos próprios professores são aspectos fundamentais para a definição ou correção de políticas. Por outro lado, para ajustar as políticas compensatórias voltadas para o fator docente, é recomendado o diagnóstico diferencial em função do nível socioeconômico e cultural dos centros educacionais. Este estudo fornece um diagnóstico empírico de todos estes elementos, tanto a nível nacional como local, e apresenta os seguintes resultados principais: (1) falta de formação inicial dos professores na disciplina em que lecionam, apresentando números moderados que, particularmente no caso de Tecnologia e Matemática, podem ser considerados preocupantes, especialmente em alguns territórios; (2) existência de reconhecidas necessidades de formação em aspectos chave do ensino que afetam entre um quarto e um terço dos professores entrevistados e que são mais elevadas em escolas desfavorecidas; (3) apenas metade dos professores que ensinam ESO são considerados suficientemente competentes para cumprir o conjunto de requisitos necessários aos professores em exercício, segundo a visão do PISA. O ponto em que os professores se sentem menos seguros é em relação à gestão da sala de aula. Neste estudo, são discutidos esses resultados e, com base neles, são feitas algumas recomendações
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