O ciclo de vida dos professores e a extensão da idade da reforma: Perspetivas de estudo a partir de uma revisão de literatura
DOI:
https://doi.org/10.21814/rpe.18926Palavras-chave:
Envelhecimento do corpo docente, Ciclos de vida dos professores, Revisão de literatura, Extensão da idade da reformaResumo
O objetivo deste artigo é contribuir para o enriquecimento do corpus de conhecimentos sobre o estudo dos professores em final de carreira, numa altura em que esse final se alterou substancialmente. Realizou-se uma revisão de literatura com o objetivo de mapear e relacionar terminologias, cronologias, geografias e metodologias. Nas bases de dados Scopus e Web of Science (WOS), consideraram-se as publicações do período de 2000 a 2019 que tinham por população em estudo os professores em fase avançada da sua carreira docente, ou seja, com mais de 50 anos e/ou mais de 20 anos de experiência. Identificaram-se artigos com ênfase no desenvolvimento profissional, nos conhecimentos profissionais, na satisfação profissional e na saúde, ênfases a que correspondem, por vezes, diferentes terminologias, geografias e cronologias. Verifica-se que, sendo o final de carreira cada vez mais variável, se torna necessário que a investigação vá para além dos critérios enunciados (idade e anos de experiência), de forma a discriminar situações que oscilam entre os 50 e os 70 anos de idade, ou entre os 20 e os 45 anos de serviço. Este alargamento exigirá alterações de terminologias e inversões de tendência nos estudos sobre o ciclo de vida dos professores.
Downloads
Referências
Admiraal, W., Veldman, I., Mainhard, T. & van Tartwijk, J. (2019). A typology of veteran teachers’ job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education, 22(2), 337-355. https://doi.org/10.1007/s11218-018-09477-z
Agai-Demjaha, T., Bislimovska, J. K. & Mijakoski, D. (2015). Level of work related stress among teachers in elementary schools. Macedonian Journal of Medical Sciences, 3(3), 484-488. https://doi.org/10.3889/oamjms.2015.076
Alhashem, F. & Al-Jafar, A. (2015). Assessing teacher’s integration of technology and literacy in elementary science classrooms in Kuwait. Asian Social Science, 11(18), 71-81. https://doi.org/10.5539/ass.v11n18p71
Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654. https://doi.org/10.1016/j.tate.2008.11.011
Allen, W. T., Jr. (2017). Bullying and the unique socioemotional needs of gifted and talented early adolescents: Veteran teacher perspectives and practices. Roeper Review, 39(4), 269-283. https://doi.org/10.1080/02783193.2017.1362678
Alves, K. da Silva & Lopes, A. (2016). Professores e o envelhecimento: Realidades e especificidades no contexto português. Trabalho & Educação, 25(2), 61-77.
Alves, K. da Silva, Lopes, A. & Pereira, F. (2020). Ser um professor experiente não é sempre uma felicidade: perspectivas de professores sobre o envelhecimento. Série-Estudos, 25(55), 279-301.
Amador, J. & Lamberg, T. (2013). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical Thinking and Learning, 15(2), 146-170. https://doi.org/10.1080/10986065.2013.770719
Andrei, E., Ellerbe, M. & Kidd, B. (2019). “What am I going to do?”: A veteran teacher's journey of teaching writing to newcomer English language learners. TESOL Journal, 10(2). https://doi.org/10.1002/tesj.413
Arnau, L., Kahrs, J. & Kruskamp, B. (2004). Peer coaching: Veteran high school teachers take the lead on learning. NASSP Bulletin, 88(639), 26-41. https://doi.org/10.1177/019263650408863904
Asikainen, M. A. & Hirvonen, P. E. (2010). Finnish cooperating physics teachers' conceptions of physics teachers' teacher knowledge. Journal of Science Teacher Education, 21(4), 431-450. https://doi.org/10.1007/s10972-010-9187-y
Baker, J., Chaseling, M., Boyd, W. & Shipway, B. (2018). Teachers’ response to a new mandatory professional development process: Does it make a difference? Professional Development in Education, 44(4), 570-582. https://doi.org/10.1080/19415257.2017.1378706
Bartolini, V., Worth, K. & Jensen LaConte, J. E. (2014). A shift to inquiry: The heart of effective teaching and professional development for the twenty-first century. New Educator, 10(1), 53-61. https://doi.org/10.1080/1547688X.2014.868229
Bauml, M. (2016). One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators. Journal of Early Childhood Teacher Education, 37(1), 76-95. https://doi.org/10.1080/10901027.2015.1133461
Bennett, S. V., Brown Jr., J. J., Kirby-Smith, A. & Severson, B. (2013). Influences of the heart: Novice and experienced teachers remaining in the field. Teacher Development, 17(4), 562-576. https://doi.org/10.1080/13664530.2013.849613
Ben-Peretz, M., Gottlieb, E. & Gideon, I. (2018). Coaching between experts–opportunities for teachers’ professional development. Teacher Development, 22(3), 303-313. https://doi.org/10.1080/13664530.2018.1438310
Carrillo, C. & Flores, M. A. (2018). Veteran teachers’ identityW what does the research literature tell us? Cambridge Journal of Education, 48(5), 639-656. https://doi.org/10.1080/0305764X.2017.1394982
Cau-Bareille, D. (2014). Les difficultés des enseignants en fin de carrière: des révélateurs des formes de pénibilité du travail. Management & Avenir, 73(7), 149-170. https://doi.org/10.3917/mav.073.0149
Christodoulou, A. & Osborne, J. (2014). The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument. Journal of Research in Science Teaching, 51(10), 1275-1300. https://doi.org/10.1002/tea.21166
CNE - Conselho Nacional de Educação (2016). Estado da educação 2016. Conselho Nacional de Educação.
Cohen, R. M. (2009). What it takes to stick it out: Two veteran inner-city teachers after 25 years. Teachers and Teaching, 15(4), 471-491. https://doi.org/10.1080/13540600903057252
Cohen, R. & Yarden, A. (2009). Experienced junior-high-school teachers' PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39(1), 131-155. https://doi.org/10.1007/s11165-008-9088-7
Day, C. & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443.
Day, C. & Gu, Q. (2009). Veteran teachers: commitment, resilience and quality retention. Teachers and Teaching, 15(4), 441-457. https://doi.org/10.1080/13540600903057211
Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R. & Mujtaba, T. (2006) Variations in teachers’ work, lives and effectiveness: Project report. DfES.
de Paula, F. A. (2013). Linking workbooks: A description of the sequence of time in a literacy class. Cadernos CEDES, 33(90), 237-255. https://doi.org/10.1590/S0101-32622013000200005
Dixon, F. A., Willis, R., Benedict, J. & Gossman, E. (2001). Staff development: Old dogs can learn new tricks. Teacher Educator, 36(3), 219-232. https://doi.org/10.1080/08878730109555266
Drechsler, M. & Van Driel, J. (2008). Experienced teachers' pedagogical content knowledge of teaching acid-base chemistry. Research in Science Education, 38(5), 611-631. https://doi.org/10.1007/s11165-007-9066-5
Ekler, J., Nagyváradi, K., Kiss-Geosits, B. & Csányi, T. (2013). Moderate and vigorous physical activity in the 55+ teachers' daily routine. Journal of Human Sport and Exercise, 8(2 SUPPL), 204-210. https://doi.org/10.4100/jhse.2012.8.Proc2.23
Englund, C., Olofsson, A. D. & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
Fadigan, K. A. & Hammrich, P. L. (2004). A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching, 41(8), 835–860. https://doi.org/10.1002/tea.20026
FEISTRITZER, 2011
Fessler, G. (1985). A model for teacher growth and development. In P. Burke & R. Heideman (Eds.), Career-long teacher education (pp. 181-193). Charles C Thomas.
Fessler, R. & Christensen, J. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Allyn and Bacon.
Freitas, I. M., Jiménez, R. & Mellado, V. (2004). Solving physics problems: The conceptions and practice of an experienced teacher and an inexperienced teacher. Research in Science Education, 34(1), 113-133. https://doi.org/10.1023/B:RISE.0000021000.61909.66
Freude, G., Seibt, R., Pech, E. & Ullsperger, P. (2005) Assessment of work ability and vitality: A study of teachers of different age groups. International Congress Series, 1280, 270-274. https://doi.org/10.1016/j.ics.2005.02.099
Fumoto, H. (2011). Teacher-child relationships and early childhood practice. Early Years, 31(1), 19-30. https://doi.org/10.1080/09575146.2010.535790
Gonçalves, J. A. (1995). A carreira das professoras do ensino primário. In A. Nóvoa (Org.), Vidas de professores (2.ª ed.) (pp. 141-170). Porto Editora.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. https://doi.org/10.1016/j.tate.2005.06.007
Huberman, M. (1989). On teachers’ careers: Once over lightly, with a broad brush. International Journal of Educational Research, 13(4), 347–362.
Huberman, M. (1992). O ciclo de vida profissional dos professores. In A. Nóvoa (Org.), Vidas de professores (2.ª ed.) (pp. 31-61). Porto Editora.
Karpiak, I. (2000). The 'second call': Faculty renewal and recommitment at midlife. Quality in Higher Education, 6(2), 125-134. https://doi.org/10.1080/713692741
Ke, I. C. (2008). World culture and experienced primary school teachers' understandings of educational changes in Taiwan. Teaching and Teacher Education, 24(1), 26-42. https://doi.org/10.1016/j.tate.2007.03.005
Kitchen, J. (2009). Relational teacher development: Growing collaboratively in a hoping relationship. Teacher Education Quarterly, 36(2), 45-62. http://www.jstor.org/stable/23479251
Lakkala, M. & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers and Education, 90, 1-12. https://doi.org/10.1016/j.compedu.2015.09.001
Lassila, E. & Uitto, M. (2016). The tensions between the ideal and experienced: Teacher–student relationships in stories told by beginning Japanese teachers. Pedagogy, Culture and Society, 24(2), 205-219. https://doi.org/10.1080/14681366.2016.1149505
Legrottaglie, S. & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57-80. https://doi.org/10.1080/13664530.2016.1190783
Leshem, S. (2008). Novices and veterans journeying into real-world teaching: How a veteran learns from novices. Teaching and Teacher Education, 24(1), 204-215. https://doi.org/10.1016/j.tate.2006.07.010
Losser, J. L., Caldarella, P., Black, S. J. & Pate, P. E. (2018). Factors affecting service learning implementation: A comparison of novice and veteran teachers. Teachers and Teaching: Theory and Practice, 24(6), 659-672. https://doi.org/10.1080/13540602.2018.1464906
Louws, M. L., Meirink, J. A., van Veen, K. & van Driel, J. H. (2018). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching: Theory and Practice, 24(1), 63-80. https://doi.org/10.1080/13540602.2017.1383237
Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers' professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487-504. https://doi.org/10.1080/02619768.2017.1342241
Lowe, G., Gray, C., Prout, P., Jefferson, S. & Shaw, T. (2019). Still keen and committed: Piloting an instrument for identifying positive veteran teachers. Teachers and Teaching: Theory and Practice, 25(4), 418-433. https://doi.org/10.1080/13540602.2019.1621829
Lüdorf, S. M. A. & Ortega, F. J. G. (2013). Marcas no corpo, cansaço e experiência: Nuances do envelhecer como professor de Educação Física. Interface, 17(46), 661-675. https://doi.org/10.1590/S1414-32832013005000019
Marušić, M. & Bodroža, B. (2015). Career cycle of general and special school teachers in Serbia. Psihologija, 48(2), 165-181. https://doi.org/10.2298/PSI1502165M
McIntyre, J. (2010). Why they sat still: The ideas and values of long-serving teachers in challenging inner-city schools in England. Teachers and Teaching: Theory and Practice, 16(5), 595-614. https://doi.org/10.1080/13540602.2010.507968
Meister, D. G. & Ahrens, P. (2011). Resisting plateauing: Four veteran teachers' stories. Teaching and Teacher Education, 27(4), 770-778. https://doi.org/10.1016/j.tate.2011.01.002
Melville, W. & Hardy, I. (2018). Teacher learning, accountability and policy enactment in Ontario: The centrality of trust. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-018-09244-z
Meristo, M., Ljalikova, A. & Löfström, E. (2013). Looking back on experienced teachers' reflections: How did pre-service school practice support the development of self-efficacy? European Journal of Teacher Education, 36(4), 428-444. https://doi.org/10.1080/02619768.2013.805409
Oh, S., You, J. A., Kim, W., & Craig, C. J. (2013). What spurs curriculum making in physical education? Four narratives of experienced teachers. Sport, Education and Society, 18(2), 243-266. https://doi.org/10.1080/13573322.2011.562886
Organisation for Economic Co-operation and Development [OECD] (2018). Education at a glance 2018: OECD Indicators. OECD Publishing.
Organisation for Economic Co-operation and Development [OECD] (2019). TALIS 2018 Results (Vol. I): Teachers and School Leaders as Lifelong Learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Orlando, J. (2013). ICT-mediated practice and constructivist practices: Is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. https://doi.org/10.1080/1475939X.2013.782702
Orlando, J. (2014). Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice. Teachers and Teaching: Theory and Practice, 20(4), 427-439. https://doi.org/10.1080/13540602.2014.881644
Sikes, P., Measor, L. & Woods, P. (1985). Teacher careers: Crisis and continuities. FalmerPress.
Thomas Dotta, L., Monteiro, A. & Mouraz, A. (2019). Professores experientes e o uso das tecnologias digitais: mitos, crenças e práticas. EduSer: Revista de Educação, 11(1), 45-60.
Thorburn, M. (2011). "Still game": An analysis of the life history and career disappointments of one veteran male teacher of physical education in Scotland. Educational Review, 63(3), 329-343. https://doi.org/10.1080/00131911.2011.571762
Thorburn, M. (2014). “It was the best of times, it was the…”: Subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland. Teachers and Teaching: Theory and Practice, 20(4), 440-452. https://doi.org/10.1080/13540602.2014.881641
Tuul, M., Ugaste, A. & Mikser, R. (2011). Teachers' perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers. Journal of Curriculum Studies, 43(6), 759-781. https://doi.org/10.1080/00220272.2011.596225
van der Want, A. C., Schellings, G. L. M. & Mommers, J. (2018). Experienced teachers dealing with issues in education: A career perspective. Teachers and Teaching: Theory and Practice, 24(7), 802-824. https://doi.org/10.1080/13540602.2018.1481024
Vangelova, K., Dimitrova, I. & Tzenova, B. (2018). Work ability of aging teachers in Bulgaria. International Journal of Occupational Medicine and Environmental Health, 31(5), 593-602. https://doi.org/10.13075/ijomeh.1896.01132
Veldman, I., Admiraal, W., van Tartwijk, J., Mainhard, T. & Wubbels, T. (2016). Veteran teachers’ job satisfaction as a function of personal demands and resources in the relationships with their students. Teachers and Teaching: Theory and Practice, 22(8), 913-926. https://doi.org/10.1080/13540602.2016.1200546
Veldman, I., van Tartwijk, J., Brekelmans, M. & Wubbels, T. (2013). Job satisfaction and teacher-student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65. https://doi.org/10.1016/j.tate.2013.01.005
Wang, T. & Cai, J. (2007). Chinese (Mainland) teachers' views of effective mathematics teaching and learning. ZDM: International Journal on Mathematics Education, 39(4), 287-300. https://doi.org/10.1007/s11858-007-0030-7
Williams, R. & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers' perceptions of reflection for practice. Reflective Practice, 12(3), 281-291. https://doi.org/10.1080/14623943.2011.571861
Woolley, M. C. (2019). Experiencing the history national curriculum 1991–2011: Voices of veteran teachers. History of Education, 48(2), 212-232. https://doi.org/10.1080/0046760X.2018.1544668
Zhang, S., Shi, Q. & Lin, E. (2019). Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, 46(3), 440-453. https://doi.org/10.1080/19415257.2019.1614967
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2021 Revista Portuguesa de Educação
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-CompartilhaIgual 4.0.
1. Autores conservam os direitos de autor e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution 4.0 CC-BY-SA que permite a partilha do trabalho com reconhecimento da autoria e publicação inicial nesta revista;
2. Autores e autoras têm autorização para assumir contratos adicionais separadamente para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: depositar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista;
3. Autores e autoras têm permissão e são estimulado/as a publicar e distribuir o seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), já que isso pode aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
Esta obra está licenciada sob uma Licença Creative Commons - Atribuição Compartilhamento pela mesma Licença Internacional 4.0
