Made available in DSpace on 2016-04-28T20:56:53Z (GMT). No. of bitstreams: 1 Cibele Aparecida Santos Rosa.pdf: 1118569 bytes, checksum: 4bd4d78974571b696e218a11c8cf692a (MD5) Previous issue date: 2015-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The decision to devote a specific study on the teacher in mathematics with early-stage, it has justified by the need to emphasize its importance and recognize that it is still a relatively unexplored field of study. The research relied on national and international researchers that focus on the phase of integration in teaching as Carlos Marcelo (2012). Cunha (1998, 2002, 2004, 2010 and 2012), Ruiz (2008) and Valenzuela and Barnett (2013) and Isaia (2006, 2008 and 2009) the study compared to the beginning of teaching in higher education. The objective of the study was to investigate the difficulties that mathematics teachers face at the beginning of their teaching practice in higher education and the alternatives that are to overcome them. For data collection was used questionnaire and interviews with three teachers trained in mathematics and up to five years of experience in higher education. The questionnaire sought to identify the profile of the subjects and through interviews found that the aspects related to the beginning of his career, the educational performance and the challenges and difficulties experienced during this period. The results indicated that a major difficulty faced by beginners is to teach a student with lack of basic knowledge of mathematics. The lack of previous experience of teachers in higher education and the solitary work proved challenging for beginners. In the study it became clear that the support of the profession and the coordination of colleagues may be important factors for the teacher to early-stage will perform well in their work. The challenges, difficulties and problems posed by teachers translate thus the need for greater emphasis on their preparation, as regards the didactic and pedagogical aspects. Thus, in the context of teacher training early career in higher education, it is essential for higher education institutions to reflect on the pedagogical training of teachers and enhance training activities, emphasizing the processes whose teachers experience to build knowledge for teaching / A decisão de dedicar um estudo específico sobre o professor com formação em Matemática em início de carreira, justifica-se pela necessidade de salientar sua importância e de reconhecer que ainda se trata de um campo de estudo pouco explorado. A pesquisa apoiou-se em pesquisadores nacionais e internacionais que se debruçam sobre a fase da inserção na docência, como Carlos Marcelo (2012). Cunha (1998; 2002; 2004; 2010 e 2012), Ruiz (2008) e Valenzuela e Barnett (2013) e Isaia (2006; 2008 e 2009) e orientaram o estudo em relação ao início da docência no ensino superior. O objetivo do estudo foi investigar as dificuldades que os professores de Matemática enfrentam no início de sua prática docente no ensino superior, e as alternativas que encontram para superá-las. Para a coleta de dados, foram utilizados questionário e entrevista com três professores formados em Matemática e com até 5 anos de experiência no ensino superior. No questionário, buscou-se identificar o perfil dos sujeitos e, por meio das entrevistas, foram verificados os aspectos relacionados ao início da carreira, à atuação docente e aos desafios e dificuldades vivenciadas nesse período. Os resultados indicaram que uma dificuldade importante enfrentada pelos iniciantes é ensinar para um aluno com ausência de conhecimentos básicos da Matemática. Também a falta de experiência anterior dos professores no ensino superior e o trabalho solitário mostraram-se desafiadores aos iniciantes. No estudo, ficou evidente que o apoio dos colegas de profissão e da coordenação podem ser fatores importantes para que o professor em início de carreira tenha um bom desempenho em seu trabalho. Os desafios, dificuldades e problemas apontados pelos docentes traduzem, assim, a necessidade de maior ênfase em seu preparo, no que se refere a aspectos didático-pedagógicos. Dessa forma, no contexto da formação dos docentes em início de carreira no ensino superior, é essencial que as instituições de ensino superior reflitam sobre a formação pedagógica dos docentes e valorizem ações formativas, enfatizando os processos que os docentes vivenciam para construir saberes para o ensino

Объект ВКР – психологическое благополучие. Предмет исследования: психологическое благополучие молодежи, находящейся на начальном этапе карьерного пути. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (75 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 106 страницы, на которых размещены 5 рисунков и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме психологическое благополучие, субъективное благополучие, удовлетворенности жизнью. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена экспериментальной части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: шкала психологического благополучия К. Рифф, в адаптации Д.А. Леонтьева и Е.Н. Осина, шкала удовлетворенности жизнью (ШУДЖ), E. Diener, R.A. Emmons, R.J. Larsen и S. Griffin в адаптации Д. А. Леонтьева и Е. Н. Осина, шкала стрессовых событий Холмса-Раге Томас Холмс и Ричард Раге, шкала субъективного счастья (ШСС), (Subjective Happiness Scale, SHS) С. Любомирски в адаптации Е. Н. Осина, Д. А. Леонтьева. Также в главе представлен факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты экспериментального исследования. В заключении в обобщенном виде изложены результаты теоретической и экспериментальной частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the graduate qualification work is psychological well-being. Subject of the research: psychological well-being of young people who are at the beginning of their career path. Master's thesis consists of an introduction, two chapters, a conclusion, a list of references (75 sources) and an appendix, which includes the forms of applied methods. The volume of the master's thesis is 106 pages, on which 5 figures and 11 tables are placed. The introduction reveals the relevance of the research problem, The urgency of the problem, the development of the problem, the goal and objectives of the research are set, defines the object and subject of the research, formulates the main and Additional hypotheses, the methods and empirical base, as well as and stages of research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic The first chapter includes a review of foreign and domestic literature on the topic of psychological well-being, subjective well-being, and life satisfaction. The conclusions of the first chapter represent the results of the study of theoretical material. The second chapter is devoted to the experimental part of the research. It contains description of the organization and methods of the conducted research and the results obtained with all the techniques used: the scale of psychological well-being by K. Riff, as adapted by D.A. Leontiev and E.N. Osin, the life satisfaction scale (SHUJ), E. Diener, R.A. Emmons, R.J. Larsen and S. Griffin in adaptation of D. A. Leontiev and E. N. Osin. N. Osin, the Holmes-Rage Thomas Holmes and Richard Rage stress event scale, the Subjective Happiness Scale (SHS), (Subjective Happiness Scale, SHS) by S. Lubomirsky, adapted by E. N. Osin, D. A. Leontiev. The chapter also presents a factor analysis of the results of the research results. The conclusions of chapter 2 include the main results of the experimental research. The conclusion summarizes the results of the theoretical and experimental parts of the work, as well as the conclusions of the hypotheses, substantiates the practical significance of the research and describes possible perspectives for the further development of this problem.