A escolha de uma carreira no ensino em Portugal: Motivos e autoeficácia de estudantes de mestrado

Sílvia Barros; Carla Peixoto; Manuela Pessanha; Tiago Ferreira; Ana Barros; Ewald Kiel; Sabine Weiß; Manuela Keller-Schneider

doi:10.21814/rpe.18401

Autores

Sílvia Barros Instituto Politécnico do Porto https://orcid.org/0000-0002-1782-8897
Carla Peixoto Centro de Investigação e Inovação em Educação https://orcid.org/0000-0003-3927-3818
Manuela Pessanha Instituto Politécnico do Porto, Escola Superior de Educação, Centro de Investigação e Inovação em Educação
Tiago Ferreira Instituto Politécnico do Porto, Escola Superior de Educação, Centro de Investigação e Inovação em Educação; e Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto https://orcid.org/0000-0002-2884-2547
Ana Barros Instituto Politécnico do Porto, Escola Superior de Educação, Rua Dr. Roberto Frias, 602, 4200-465 Porto
Ewald Kiel Ludwig-Maxmilians-University of Munich
Sabine Weiß Ludwig-Maxmilians-Universität of Munich
Manuela Keller-Schneider Zurich University of Teacher Education https://orcid.org/0000-0002-4442-2825

DOI:

https://doi.org/10.21814/rpe.18401

Palavras-chave:

ensino, motivos intrínsecos, motivos extrínsecos, carreira docente

Resumo

Neste estudo analisaram-se os motivos de estudantes para escolherem a carreira docente e respetivas associações com variáveis sociodemográficas, com características do curso de formação de professores e com crenças de autoeficácia. Participaram 183 estudantes (86% mulheres) de cursos de mestrado em ensino de instituições portuguesas, que preencheram um questionário on-line sobre características sociodemográficas, motivos da sua decisão de se tornarem professores (Kiel, Geider, & Junger, 2004) e crenças de autoeficácia (Schwarzer & Jerusalem, 1995; versão portuguesa de Araújo & Moura, 2011). Através da análise fatorial, foram derivados quatro fatores subjacentes aos motivos para ser professor: (a) Benefícios da profissão, (b) Influências sociais, (c) Interesse no curso ou nos conteúdos académicos, e (d) Promoção do desenvolvimento das crianças/adolescentes. Foram encontrados valores médios mais elevados nos motivos relacionados com a Promoção do desenvolvimento das crianças/adolescentes e com o Interesse no curso/nos conteúdos académicos. Foram encontradas diferenças estatisticamente significativas entre os motivos de estudantes que optaram por um curso que profissionaliza para a educação pré-escolar e/ou primeiro ciclo e os que optaram por um curso que profissionaliza para o ensino de disciplinas específicas, assim como em função da idade, do género e da autoeficácia. As implicações para a formação de professores são discutidas.

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Biografia Autor

Carla Peixoto, Centro de Investigação e Inovação em Educação

Professora Adjunta

Instituto Universitário da Maia e Instituto Politécnico do Porto, Escola Superior de Educação, Centro de Investigação e Inovação em Educação.

Rua Dr. Roberto Frias, 602, 4200-465 Porto

ORCID: 0000-0003-3927-3818

cpeixoto@ese.ipp.pt

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