O Desenvolvimento profissional docente do licenciado em computação da EAD/UFGD

Abstract

The Degree in Computing was created in 1997, completing 25 years of existence in 2022. At EaD/UFGD, the course was offered until that moment, in the distance modality in the years 2012, 2013 and 2017, in partnership with UAB. The problem of this research aims to answer the following question: How is the teaching professional development of the Degree in Computing at EaD/UFGD happening in the school context? The general objective of the research is to analyze the professional development of teachers who graduated from the Degree in Computing at EaD/UFGD in the school context. And as specific objectives: 1) To know which are the teachers' conceptions about the professional development of teachers; 2) Identify how the professional development process of these teachers is happening; 3) Analyze the implications of teacher professional development in their teaching practice. The subject of the research are graduates of the Degree in Computing at EaD/UFGD. The methodology adopted is based on a qualitative approach. For data collection, the questionnaire and the semi-structured interview were used as methodological instruments. The theoretical discussion is related to the following themes: teacher professional training and teacher professional development. The main authors are: António Nóvoa, Carlos Marcelo García, Christopher Day, Dalila Andrade Oliveira, Francisco Imbérnon, Ilma Passos Alencastro Veiga, Julia Oliveira-Formosinho, Maurice Tardif and Claude Lessard and Selma Garrido Pimenta. From the data analysis, three categories emerged: Continuing education, Professionalization and Teachers' Know-how. In the Continuing Education category, the focus was the search for knowledge, defined by the participants as essential for professional training. In the Professionalization category, some questions were raised related to professional identity, (dis)valuation, certification and the precariousness of the teaching activity. And in the category Know-how of teachers, the experience lived in the classroom, the search for improvement of practices, reflection on practices, isolation, collaboration were the implications pointed out by teachers as a consequence of the process of development of the teaching profession.