Análise de processos de formação docente sobre práticas de ensino diferenciado

• Ano de defesa: 2022
• Autor(a) principal: Zara, Tiliana de Oliveira
• Orientador(a): Sousa, Clarilza Prado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Ensino diferenciado; Desenho universal para a aprendizagem; Educação inclusiva; Portfólio; Reflexão; Formação docente
• Palavras-chave em Inglês: Differentiated instruction; Universal design for learning; Inclusive education; Portfolio; Reflection; Teacher training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/27824

This qualitative research aims at knowing limits and possibilities of a teacher professional development course on practices inspired by Differentiated Instruction and Universal Design for Learning. For that purpose, a teacher professional development course based on practice modeling, group work and teacher reflection was offered to teachers working at a multidisciplinary clinic. Core questions for this study were: what kind of teacher professional development course would be necessary for teachers to take differences in the classroom into account? What theories and teacher practices would be potent for students’ learning in diverse classrooms? To answer such questions, this research aimed to analyse the possibilities of a teacher professional development course inspired by Universal Design for Learning and Differentiated Instruction to promote learning to every student. Specific objectives were: 1. To analyze tendencies and challenges on the subject in national and international studies to contribute with this research; 2. To offer a teacher professional development course on practices inspired by Universal Design for Learning and Differentiated Instruction that could bring possibilities of teacher action for the learning of every student; 3. To observe the extent of the course in favoring the learning of every student; and 4. To identify positive aspects and the need for improvement in the teacher professional development course structure and contents. Registers made by the teachers during the course and in their portfolios as well as semi structured interviews were used as corpus of analysis. Results show that modeling practices and group work in a welcoming learning environment that promotes teachers’ constant reflection produced a self-efficacy feeling for the teachers dealing with students’ needs. As teachers aim to stimulate students’ participation by understanding their individuality and affective issues, they engage in practices that promote students’ feelings of capacity and prioritize students’ autonomy and reflection. Thus, feedback, development of criteria and help systems are presented as practices that were incorporated by the teachers. Portfolios were effective for promoting teacher reflection about their feelings, learning, and practices. Challenges found were the lack of time within teachers’ routines to reflect over their practices, and the traditional teaching contexts in which teachers act, that imposes a distance between teaching principles that consider learners’ variability. Lack of initial professional development about such topics was also mentioned as a challenge for the practice of Differentiated Instruction