Trabalho por projetos na educação profissional técnica e desenvolvimento profissional docente

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dc.contributor.advisorMizukami, Maria da Graca Nicoletti
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/2121396261196481por
dc.contributor.authorMIquelim, Débora de Lima Azevedo
dc.creator.Latteshttp://lattes.cnpq.br/0937135106594162por
dc.date.accessioned2016-12-07T17:30:22Z
dc.date.accessioned2020-05-28T18:11:22Z
dc.date.available2020-05-28T18:11:22Z
dc.date.issued2016-02-22
dc.description.abstractThis research tries to understand the contributions of the work through projects in the professional development of teachers. This analysis was done using the visions of the environment technical course teachers of one of the SENAC units (serviço nacional de aprendizagem comercial), in the Jabaquara neighborhood, in SP. The theoretical reference used considered the characteristics of work through project and its contributions for students learning, and also studies focused on teacher learning, joining thinking techniques, teacher identity, teacher knowledge basis and teachers professional development. The education documents of the institution used as field work were also used in this work. This research analyzed how the work through projects is developed in SENAC SP, and how the teacher education is organized in the institution. Six teacher participated in this study. It was a qualitative approach, done in two separate stages: the first one using a question form as instrument sent by e-mail to the participants, and the second, for data refinement purpose, using a semi-structured individual interview. The teachers spoke about their formation and the choice of this career, made comments about the difficulties they found in the beginning of the career, told how does the work by projects is happens in SENAC SP, what are the educational advantages of this choice and the difficulties they still find in the work by project with the students. They also comments about their need for upgrade and how their professional evolution occurred. The results pointed to a greater need of best practice sharing between teachers as a learning and professional development process, not discarding institutional formation actions, but instead they should be integrated during the time the knowledge sharing happened or the need for new knowledge acquisition emerged, especially about projects of teacher formation in the institution.eng
dc.formatapplication/pdf*
dc.identifier.citationMIQUELIM, Débora de Lima Azevedo. Trabalho por projetos na educação profissional técnica e desenvolvimento profissional docente. 2016. 84 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24964
dc.keywordswork through projectseng
dc.keywordsprofessional development of teacherseng
dc.keywordsteacher trainingeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecttrabalho por projetospor
dc.subjectdesenvolvimento profissional docentepor
dc.subjectaprendizagem da docênciapor
dc.subject.cnpqCNPQ::OUTROSpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/11968/D%c3%a9bora%20de%20Lima%20Azevedo%20Miquelim.pdf.jpg*
dc.titleTrabalho por projetos na educação profissional técnica e desenvolvimento profissional docentepor
dc.typeDissertaçãopor
local.contributor.board1Andrade, Maria de Fátima Ramos de
local.contributor.board1Latteshttp://lattes.cnpq.br/2272192785424412por
local.contributor.board2Pagotto, Maria Dalva Silva
local.contributor.board2Latteshttp://lattes.cnpq.br/9325110092518389por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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