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v. 13 n. 35 (2022)
Investigação e pedagogia

Investigación y pedagogía

Formação de professores: a relação entre o desempenho acadêmico e o sucesso na prática profissional

https://doi.org/10.19053/22160159.v13.n35.2022.14096

Publicado 2022-12-30

  • José González-Campos
    • ,
  • Juan Aspeé-Chacón
    • ,
  • Yudi Herrera-Núñez
    • ,
  • Fabián Araya Palacios

José González-Campos
Universidad de Playa Ancha

Juan Aspeé-Chacón
Universidad Viña del Mar

Yudi Herrera-Núñez
Universidad de Playa Ancha

Fabián Araya Palacios
Universidad de La Serena

Resumo

Esta pesquisa aborda o treinamento inicial de professores a partir da perspectiva da estrutura e do currículo. Durante o treinamento inicial de professores, qualquer desconexão entre o conteúdo teórico e a aplicação prática da teoria deve ser evitada. Portanto, este artigo propõe estudar a qualidade do treinamento de professores determinando a capacidade preditiva do desempenho acadêmico com relação ao sucesso nas práticas profissionais dos professores em treinamento. Um índice de validade preditiva do desempenho acadêmico e a aplicação do teorema da Bayes são usados para estimar este complexo problema. O grupo alvo deste estudo são as carreiras de pedagogia científica pertencentes aos coortes de 2006 a 2013, com um tamanho de 842 estudantes de uma universidade estatal chilena. Os resultados indicam que a validade preditiva do desempenho acadêmico não chega a 50%, o que mostra a desconexão entre o sucesso na prática profissional e o treinamento prévio. Estes resultados levantam a necessidade de analisar a relevância do conteúdo teórico na prática de ensino profissional. Além disso, enfatiza a necessidade de ter processos adequados de garantia de qualidade para a formação inicial de professores para todo o sistema de ensino superior.

Palavras-chave

qualidade da educação, professores iniciantes, realização acadêmica, prática profissional, treinamento inicial de professores

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