Teaching degree graduates: What motivates the choice to the degree and working as a teacher

ABSTRACT Responsibilities that go beyond teaching are required of and attributed to teachers in the classroom. It is up to them to solve family and social problems that the students bring to the school context, and they do not receive the social and economic appreciation that they deserve. Faced with these assumptions, this article presents a study with graduates; with or without ProUni grants from the teaching degree programs of a nonprofit Education Institution from Rio Grande do Sul and aims to answer the following questions: what leads people to choose teaching degree programs upon entering university? How satisfied or dissatisfied are they with the education they obtained? How satisfied or dissatisfied are they with the teaching practice? The methodological framework used was quantitative and of the 60 graduates invited to answer a questionnaire, 52 responded. The analyses indicate that aspects related to the prior characteristics of the teaching candidates, such as compatibilities, skills, social perspectives, among others, were associated to the choice of the program and to satisfaction with the undergraduate degree. The data also indicate that the ProUni grant holders as well as those who did not have grants had similar characteristics and perceptions regarding the program chosen.

摘要 教师在课堂教学之外还需承担并被赋予诸多额外职责。他们需要处理学生带入校园场景的家庭与社会问题，却未能获得应得的社会认可与经济回报。基于上述现状，本文针对巴西南里奥格兰德州一所非营利教育机构师范专业的毕业生展开研究，其中涵盖获得普尼奖学金（ProUni）与未获得该奖学金的学生，并旨在解答以下问题：是什么促使人们在大学入学阶段选择师范专业？他们对所接受的本科教育是否满意？对从教实践的满意度又如何？本研究采用定量研究范式，共邀请60名毕业生填写问卷，最终回收有效问卷52份。分析结果显示，师范申请者的既往特质，如职业适配性、个人技能、社会观念等，均与其专业选择及本科就读满意度显著相关。数据同时表明，获得ProUni奖学金的毕业生与未获得该奖学金的毕业生，在所选专业的相关特质与认知上并无显著差异。