Valores relacionados com a matemática e expectativas de sucesso dos futuros professores no seu primeiro ano de estudo
DOI:
https://doi.org/10.48489/quadrante.31191Palavras-chave:
Teoria de Expectativa-Valor Situados, identidade, formação de professores, estudo qualitativo longitudinalResumo
Muitos futuros professores de matemática perdem a sua motivação durante o primeiro ano na universidade. Este fenómeno tem sido repetidamente descrito nos últimos anos, mas ainda não é totalmente compreendido. Uma vez que a motivação pode estar relacionada com diferentes objetos, como a matemática ou o ensino, o nosso objetivo é reconstruir qualitativamente diferentes facetas dos construtos motivacionais centrais da Teoria de Expectativa-Valor Situados (valor intrínseco, valor de realização, valor de utilidade, custo e expetativa de sucesso) para os futuros professores de matemática. A análise de entrevistas de grupo longitudinais a 14 futuros professores de matemática do ensino secundário de uma universidade alemã revelou diferentes objetos de motivação (por exemplo, o ensino da matemática, a matemática científica, a matemática processual ou a matemática baseada em provas) nos valores e expectativas de sucesso dos futuros professores. Além disso, foram identificadas relações entre esses valores e expectativas de sucesso que desempenharam um papel significativo no desenvolvimento motivacional dos futuros professores durante o primeiro semestre (por exemplo, relações entre o valor de realização da matemática científica e o custo psicológico). São discutidas as implicações teóricas e práticas para uma concetualização específica do ensino da expetativa de sucesso, dos valores e das intervenções sobre os valores.
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