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Do ego à consciência do docente: Uma contribuição para a formação pessoal e profissional dos docentes do pré-escolar, 1º e 2º ciclo do ensino básico
| Resumo: | The purpose of this investigation is to understand the way of being, thinking and acting of each teacher and how a liberating practice, created within the subject since his/her formation as a teacher, can contribute to his/her professional development in order to achieve better educational outcomes. Hence, this study focuses on the personal and professional perspective that teachers have about themselves and how they understand the way they are seen by students and hierarchies. To do so, we used an applied and descriptive methodology, with a quantitative technique and instrument usage, the questionnaire I.B.I.S.P.E., applied to a sampling constituted by kindergarten, primary and comprehensive school teachers, both of public and private schools in the Lisbon area. Under the new educational complex-evolving paradigm, proposed by de la Herrán (2003), we intend to approach an alternative of how teachers can develop their maturity so they can free themselves from their ego and therefore be more conscious. Thus, we propose in our study hypothesis, supported by our results, that the quality of education in teaching can be favoured by the training and practice of the ego evolution process to the teachers’ conscience. |
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| Autores: | Cuevas, Jessica Cabrera |
| Assunto: | Consciência docente Teacher’s ego Teacher’s consciousness Eu pessoal Professional-self Formação Yo personal Personal-self Formación Ego docente Yo profesional Eu profissional Education / training |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Repositório Comum, Instituto Superior de Educação e Ciências |
| Idioma: | português |
| Origem: | Repositório Comum |
| Resumo: | The purpose of this investigation is to understand the way of being, thinking and acting of each teacher and how a liberating practice, created within the subject since his/her formation as a teacher, can contribute to his/her professional development in order to achieve better educational outcomes. Hence, this study focuses on the personal and professional perspective that teachers have about themselves and how they understand the way they are seen by students and hierarchies. To do so, we used an applied and descriptive methodology, with a quantitative technique and instrument usage, the questionnaire I.B.I.S.P.E., applied to a sampling constituted by kindergarten, primary and comprehensive school teachers, both of public and private schools in the Lisbon area. Under the new educational complex-evolving paradigm, proposed by de la Herrán (2003), we intend to approach an alternative of how teachers can develop their maturity so they can free themselves from their ego and therefore be more conscious. Thus, we propose in our study hypothesis, supported by our results, that the quality of education in teaching can be favoured by the training and practice of the ego evolution process to the teachers’ conscience. |
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