Quais são as qualidades docentes mais importantes no ensino de informática para mulheres?
Resumo
O objetivo deste estudo foi investigar quais são as qualidades mais importantes de um professor excelente no ensino de informática para mulheres. Participaram 62 mulheres, com idade média de 21,99 (DP = 8,65); 62,90% se identificaram como pardas ou pretas, 54,84% como classe média e 58,06% encontravam-se na educação básica. Verificamos que as mulheres privilegiaram comportamentos pedagógicos do professor em detrimento daqueles relacionais, tendo como principal destaque as qualidades de criação de um ambiente pedagógico organizado, seguro, produtivo e aberto à diversidade de pensamentos.Referências
Buskist, W., and Keeley, J. W. (2018). Searching for universal principles of excellence in college and university teaching. New Directions for Teaching and Learning, 2018(156), 95-105. https://doi.org/10.1002/tl.20321
Buskist, W., Sikorski, J., Buckley, T., and Saville, B. K. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Orgs.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer, pages 30-39. New York: Psychology Press.
Gomes, C. M. A., and Almeida, L. S. (2017). Advocating the broad use of the decision tree method in Education. Practical Assessment, Research, and Evaluation, 22(10), 1-10. https://doi.org/10.7275/y36w-hg55
Hassan, M., and Ismail, E. A. (2018). Faculty perspectives on master teaching in Saudi Arabia: A preliminary study. New Directions for Teaching and Learning, 2018(156), 75-83. https://doi.org/10.1002/tl.20319
Henklain, M. H. O., Carmo, J. S., Haydu, V. B., Muniz, M., Buskist, W., and Keeley, J. W. (2020a). Teacher Behavior Checklist: Psychometric Evidence in Teacher Evaluation by Brazilian University Students. Paideia, 30(e3025), 1-11. https://doi.org/10.1590/1982-4327e3025
Henklain, M. H. O., Carmo, J. S., Haydu, V. B., and Muniz, M. (2020b). Teacher Behavior Checklist content validity according to brazilian teachers and undergraduates. Psico-USF, 25(1), 171-183. https://doi.org/10.1590/1413-82712020250114
Hermosa-Bosano, C., and Keeley, J. W. (2021). Faculty and students’ perceptions of excellent teaching: A study in Ecuador using the teacher behavior checklist. Trends in Psychology, 29(4), 752–765. https://doi.org/10.1007/s43076-021-00087-x
Lammers, W. J., Savina, E., Skotko, D., and Churlyaeva, M. (2010). Faculty and student perceptions of outstanding university teachers in the USA and Russia. Educational Psychology: An International Journal of Experimental Educational Psychology, 30(7), 803-815. https://doi.org/10.1080/01443410.2010.512382
Liu, S., Keeley, J., and Buskist, W. (2015). Chinese college students’ perceptions of characteristics of excellent teachers. Teaching of Psychology, 42(1), 83-86. https://doi.org/10.1177/0098628315620888
Liu, S., and Xie, W. (2018). Chinese students’ perceptions of master teaching: Gender similarities and differences. New Directions for Teaching and Learning, 2018(156), 41-48. https://doi.org/10.1002/tl.20315
Lopes, R., Maciel, B., Soares, D., Figueiredo, L., and Carvalho, M. (2023). Análise e reflexões sobre a diferença de gênero na computação: podemos fazer mais?. In Anais do XVII Women in Information Technology, pages 68-79. Porto Alegre: SBC. https://doi.org/10.5753/wit.2023.230819
Matsebula, F., and Mnkandla, E. (2017). A big data architecture for learning analytics in higher education. In IEEE AFRICON, pages 951-956. Cape Town, South Africa: IEEE. https://doi.org/10.1109/AFRCON.2017.8095610
Menezes, S. K. de O., & Santos, M. D. F. dos. (2021). Gênero na Educação em Computação no Brasil e o Ingresso de Meninas na Área - uma Revisão Sistemática da Literatura. Revista Brasileira de Informática na Educação, 29, 456-484. https://doi.org/10.5753/rbie.2021.29.0.456
Morales, P. (2008). A relação professor-aluno: O que é, como se faz (G. S. Ribeiro, trad.). São Paulo: Edições Loyola. (Trabalho original publicado em 1998).
Nascimento, L., Lima, Y., Barbosa, C., Costa, L., Santos, A., Galeno, L., Xexéo, G., and Souza, J. (2023). Paridade de Gênero no Ensino Superior em STEM no Brasil: Uma análise de 10 anos. In Anais do XVII Women in Information Technology, pages 217-227. Porto Alegre: SBC. https://doi.org/10.5753/wit.2023.229472
Na, K. S., and Tasir, Z. (2017). A systematic review of learning analytics intervention contributing to student success in online learning. In International Conference on Learning and Teaching in Computing and Engineering, pages 62-68. Hong Kong, China: IEEE. https://doi.org/10.1109/LaTiCE.2017.18
Schaeffer, G., Epting, K., Zinn, T., and Buskist, W. (2003). Student and faculty perceptions of effective teaching: A successful replication. Teaching of Psychology, 30(2), 133-136. Recuperado de https://goo.gl/7BGLmE
UN. (2015). The Sustainable Development Goals. United Nations Sustainable Development. Recuperado de: < https://bit.ly/3P0vlkH >.
Buskist, W., Sikorski, J., Buckley, T., and Saville, B. K. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Orgs.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer, pages 30-39. New York: Psychology Press.
Gomes, C. M. A., and Almeida, L. S. (2017). Advocating the broad use of the decision tree method in Education. Practical Assessment, Research, and Evaluation, 22(10), 1-10. https://doi.org/10.7275/y36w-hg55
Hassan, M., and Ismail, E. A. (2018). Faculty perspectives on master teaching in Saudi Arabia: A preliminary study. New Directions for Teaching and Learning, 2018(156), 75-83. https://doi.org/10.1002/tl.20319
Henklain, M. H. O., Carmo, J. S., Haydu, V. B., Muniz, M., Buskist, W., and Keeley, J. W. (2020a). Teacher Behavior Checklist: Psychometric Evidence in Teacher Evaluation by Brazilian University Students. Paideia, 30(e3025), 1-11. https://doi.org/10.1590/1982-4327e3025
Henklain, M. H. O., Carmo, J. S., Haydu, V. B., and Muniz, M. (2020b). Teacher Behavior Checklist content validity according to brazilian teachers and undergraduates. Psico-USF, 25(1), 171-183. https://doi.org/10.1590/1413-82712020250114
Hermosa-Bosano, C., and Keeley, J. W. (2021). Faculty and students’ perceptions of excellent teaching: A study in Ecuador using the teacher behavior checklist. Trends in Psychology, 29(4), 752–765. https://doi.org/10.1007/s43076-021-00087-x
Lammers, W. J., Savina, E., Skotko, D., and Churlyaeva, M. (2010). Faculty and student perceptions of outstanding university teachers in the USA and Russia. Educational Psychology: An International Journal of Experimental Educational Psychology, 30(7), 803-815. https://doi.org/10.1080/01443410.2010.512382
Liu, S., Keeley, J., and Buskist, W. (2015). Chinese college students’ perceptions of characteristics of excellent teachers. Teaching of Psychology, 42(1), 83-86. https://doi.org/10.1177/0098628315620888
Liu, S., and Xie, W. (2018). Chinese students’ perceptions of master teaching: Gender similarities and differences. New Directions for Teaching and Learning, 2018(156), 41-48. https://doi.org/10.1002/tl.20315
Lopes, R., Maciel, B., Soares, D., Figueiredo, L., and Carvalho, M. (2023). Análise e reflexões sobre a diferença de gênero na computação: podemos fazer mais?. In Anais do XVII Women in Information Technology, pages 68-79. Porto Alegre: SBC. https://doi.org/10.5753/wit.2023.230819
Matsebula, F., and Mnkandla, E. (2017). A big data architecture for learning analytics in higher education. In IEEE AFRICON, pages 951-956. Cape Town, South Africa: IEEE. https://doi.org/10.1109/AFRCON.2017.8095610
Menezes, S. K. de O., & Santos, M. D. F. dos. (2021). Gênero na Educação em Computação no Brasil e o Ingresso de Meninas na Área - uma Revisão Sistemática da Literatura. Revista Brasileira de Informática na Educação, 29, 456-484. https://doi.org/10.5753/rbie.2021.29.0.456
Morales, P. (2008). A relação professor-aluno: O que é, como se faz (G. S. Ribeiro, trad.). São Paulo: Edições Loyola. (Trabalho original publicado em 1998).
Nascimento, L., Lima, Y., Barbosa, C., Costa, L., Santos, A., Galeno, L., Xexéo, G., and Souza, J. (2023). Paridade de Gênero no Ensino Superior em STEM no Brasil: Uma análise de 10 anos. In Anais do XVII Women in Information Technology, pages 217-227. Porto Alegre: SBC. https://doi.org/10.5753/wit.2023.229472
Na, K. S., and Tasir, Z. (2017). A systematic review of learning analytics intervention contributing to student success in online learning. In International Conference on Learning and Teaching in Computing and Engineering, pages 62-68. Hong Kong, China: IEEE. https://doi.org/10.1109/LaTiCE.2017.18
Schaeffer, G., Epting, K., Zinn, T., and Buskist, W. (2003). Student and faculty perceptions of effective teaching: A successful replication. Teaching of Psychology, 30(2), 133-136. Recuperado de https://goo.gl/7BGLmE
UN. (2015). The Sustainable Development Goals. United Nations Sustainable Development. Recuperado de: < https://bit.ly/3P0vlkH >.
Publicado
06/11/2023
Como Citar
BARRETO, Yaritza et al.
Quais são as qualidades docentes mais importantes no ensino de informática para mulheres?. In: WORKSHOP DE APLICAÇÕES PRÁTICAS DE LEARNING ANALYTICS EM INSTITUIÇÕES DE ENSINO NO BRASIL (WAPLA), 2. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 108-117.
DOI: https://doi.org/10.5753/wapla.2023.236176.
