Meu professor ideal: a escolha da geração Z
DOI:
https://doi.org/10.48017/dj.v9i4.3101Palavras-chave:
Professor Ideal, sequencial exploratorio, Geração Z, Educação de estudantesResumo
Este estudo explorou o professor ideal da Geração Z. A pesquisa empregou um método misto sequencial explicativo. A intenção do design transformador de métodos mistos é buscar a realidade a partir de seus estilos de ensino preferidos, de como eles percebem um professor ideal e de como os professores podem atender às suas expectativas. As descobertas revelaram que o estilo de ensino preferido e a forma mais eficaz de ensinar esses alunos é a aprendizagem experiencial. Além disso, conforme percebido pelos alunos da Geração Z, um professor ideal deve ter valores positivos e deve ser emocionalmente solidário e tecnologicamente alfabetizado. Além disso, foi revelado que um professor deve impor o aprimoramento de competências, estar consciente da tendência atual, adaptar-se à revolução digital e ter consciência das diferenças e necessidades individuais para atender às expectativas da Geração Z. Isto também fornece informações e serve como um guia sobre como os professores atendem às expectativas da Geração Z com base nos dados gerais recolhidos dos entrevistados. Com isso, foi elaborado um insumo instrucional contendo os diferentes estilos de ensino que o aluno prefere e as diferentes atividades que podem ajudar os professores a acomodar os referidos estilos de ensino.
Métricas
Referências
About Universal Design for Learning - CAST. (2022b, February 8). CAST. https://www.cast.org/impact/universal-design-for-learning-udl?fbclid=IwAR3rHgXyHJ_yxaYTaFrMsK2hB9tiC6lTvfWUZlbRqarCT3-IL5sClhkmzAU
Acemoğlu, D., Aghion, P., & Zilibotti, F. (2006). Distance to frontier, selection, and economic growth. Journal of the European Economic Association, 4(1), 37–74. https://doi.org/10.1162/jeea.2006.4.1.37
Ahmad, N. A. (2018, August 12). Challenges in Preparing Teachers for Inclusive Education and Its Impact to Students with Learning Disabilities. https://hrmars.com/index.php/papers/detail/IJARPED/4575/Challenges-in-Preparing-Teachers-for-Inclusive-Education-and-Its-Impact-to-Students-with-Learning-Disabilities
Almohallas, A. (n.d.). CAS-2-New-Set-of-Questions. Scribd. https://www.scribd.com/document/619308243/CAS-2-New-Set-of-Questions
Andreev, I. (2022). What is collaborative learning? Theory, examples of activities. (2024, April 5). Valamis. https://www.valamis.com/hub/collaborative-learning
Arnon, S. (n.d.). Who Is the Ideal Teacher? Am I? Similarity and Difference in Perception of Students of Education regarding the Qualities of a Good Teacher and of Their Own Qualities as Teachers. https://eric.ed.gov/?id=EJ816304
Başerer, D. (2020). Logical thinking levels of teacher candidates. Educational Policy Analysis and Strategic Research, 15(4), 176–190. https://doi.org/10.29329/epasr.2020.323.10
Ch’ng, L. K. (2021, May 12). Digital natives or digital immigrants? eLearning Industry. https://elearningindustry.com/digital-natives-digital-immigrants
Cooper, B. (2023). Empathy, interaction and caring: Teachers’ roles in a constrained environment.Sunderland.https://www.academia.edu/5220299/Empathy_Interaction_and_Caring_Teachers_Roles_in_a_Constrained_Environment
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. SAGE Publications.
Education, Z. O. (2024, April 9). Individual differences in classroom - ZONE OF EDUCATION - medium. Medium. https://zoneofeducation.medium.com/individual-differences-in-classroom6b4c4b795117#:~:text=Understanding%20and%20addressing%20these%20differences,esteem%20and%20overall%20well%2Dbeing.
Gillis, A. S. (2020, June 9). digital native. What Is. https://www.techtarget.com/whatis/definition/digital-native
Hartman, R. J., Townsend, M. B., & Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3), 236–249. https://doi.org/10.1108/jrit-03-2019-0044
Hershatter, A., & Epstein, M. (2010a). Millennials and the World of Work: An organization and Management perspective. Journal of Business and Psychology, 25(2), 211–223. https://doi.org/10.1007/s10869-010-9160-y
Higher Education Digest. (2019b, July 12). Generation Z and its implications for educational institutions and employers. https://www.highereducationdigest.com/generation-z-and-its-implications-for-educational-institutions-and-employers
İnci̇K, E. Y. (2022). Generation Z students’ views on technology in education: What they want what they get. Malaysian Online Journal of Educational Technology, 10(2), 109–124. https://doi.org/10.52380/mojet.2022.10.2.275
Inclusive teaching. (2023, April 20). Dartmouth Center for the Advancement of Learning. https://dcal.dartmouth.edu/resources/teaching-methods/inclusive-teaching#:~:text=%E2%80%9CInclusive%20teaching%20involves%20deliberately%20cultivating,and%20supported%20in%20their%20learning.
Inclusive teaching strategies. (2021, June 30). Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/InclusiveTeachingStrategies
Indeed Editorial Team. (2022, November 6). Gen Z vs. Millennials: Definitions and Key Differences. Indeed.com Canada. https://ca.indeed.com/career-advice/career-development/gen-z-vs-millennials
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202319128
K12 Digest. (2019, July 12). Generation Z and its implications for educational institutions and employers. https://www.k12digest.com/generation-z-and-its-implications-for-educational-institutions-and-employers/
Lobo, J. (2023). Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College. Physical Culture and Sport Studies and Research, 98(1), 57–66. https://doi.org/10.2478/pcssr-2023-0005
Mijatović, I. (2019b). Teaching Standardization to Generation Z-Learning Outcomes Define teaching methods. In CSR, sustainability, ethics & governance (pp. 191–208). https://doi.org/10.1007/978-3-030-28715-3_12
Palfrey, J., & Gasser, U. (2009). Born digital: understanding the first generation of digital natives. Choice Reviews Online, 46(12), 46–7115. https://doi.org/10.5860/choice.46-7115
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On The Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(2), 56–60. https://doi.org/10.1177/016264340001500208
Schukei, A. (2023, March 27). What you need to understand about Generation Z students. The Art of Education University. https://theartofeducation.edu/2020/12/what-you-need-to-understand-about-generation-z-students/
Schwieger, D. & Ladwig, C. (2018). Adapting to the Expectations of Gen Z in the Classroom. ISCAP (Information Systems & Computing Academic Professionals). https://files.eric.ed.gov/fulltext/EJ1179303.pdf
Selby. (2024, March 11). Flexibility and adaptability in teaching: adapting to student needs and enhancing learning. Everyday Speech. https://everydayspeech.com/sel-implementation/flexibility-and-adaptability-in-teaching-adapting-to-student-needs-and-enhancing-learning/
Siciliano, B., & Khatib, O. (2008a). Springer Handbook of Robotics. In Springer eBooks. https://doi.org/10.1007/978-3-540-30301-5
Stuckey, J. (2004). Review of “The mobile connection: The cell phone’s impact on society” by Rich Ling, (The Morgan Kaufmann series in interactive technologies), Morgan Kaufman publishers, an imprint of Elsevier, San Francisco. Ubiquity, 2004(September), 1. https://doi.org/10.1145/1029383.1029381
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021b). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
Tan, S. (2023, October 23). Experiential Learning: Theory & Benefits for students. XCL American Academy. https://www.xaa.edu.sg/blog/students/experiential-learning-benefits/
Technology in Society | Journal | ScienceDirect.com by Elsevier. (n.d.). https://www.sciencedirect.com/journal/technology-in-society
Teaching the Generation Z student - Dr. Vickie S. Cook, Executive Director, Online, Professional & Engaged Learning. (n.d.). https://sites.google.com/a/uis.edu/colrs_cook/home/teaching-the-generation-z-student
UMASS Global (n.d.). Generation Z traits today’s teachers need to adapt to. (n.d.). www.umassglobal.edu.https://www.umassglobal.edu/news-and-events/blog/generation-z-traits-teachers-need-to-adapt-to
Universal Design for Learning | Center for Teaching Innovation. (n.d.). https://teaching.cornell.edu/teaching-resources/assessment-evaluation/inclusion-accessibility-accommodation/building-inclusive-5
Webster, A. (1992). Science, technology, and society. In Bloomsbury Publishing Plc eBooks. https://doi.org/10.1007/978-1-349-21875-2
Wikipedia contributors. (2023, December 18). Generation Z. Wikipedia. https://en.wikipedia.org/wiki/Generation_Z
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Nonita Jane P. Binabise, Judy Ann S. Cariaga, Evelyn A. Peralta, Rianne Joy O. Palabay, Oscar Jr. Ancheta
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
.png){kind=logo}
