Preprint / Version 1

WHICH MODEL OF TEACHER ORGANIZATION HAS THE BEST STUDENT PERFORMANCE IN THE FIFTH YEAR OF ELEMENTARY SCHOOL?

##article.authors##

  • Gleison Costa Ramos Governo do Estado de Rondônia https://orcid.org/0000-0002-4441-7057
  • Paulo Vilela Cruz Universidade Federal de Rondônia
  • Maria Rosângela Soares Universidade Federal de Rondônia

DOI:

https://doi.org/10.1590/SciELOPreprints.3149

Keywords:

Teaching organization, Training Strands. Brazil/SAEB test. Student Proficiency.

Abstract

Debates about the problems of basic education in Brazil have intensified in recent years, seeking ways to improve the quality of education. From the international perspective of assessments, discussions on how to improve education constantly permeate teacher education. Thus, a point to be highlighted is the teaching organization to work in the initial grades. Specifically in classes of the 5th year of elementary school, it is known that the State of Rondônia has different models of organization, such as a varied number of teachers per classes (one, two, three), different backgrounds and teachers from different training schools ( generalist and specialist). Thus, this study aimed to assess which model of teacher organization has the best student performance in the fifth year of elementary school. To answer this question, data from the school census and the results of the Prova Brasil/SAEB from the fifth year of elementary school, both from 2017, are used. To assess whether the grades differ between the categories, an Analysis of Variance-ANOVA and Student's t test. As a result, seven models of classroom organization were found, all with an average considered below adequate, with no difference between the number of teachers per class and training. There was a difference in relation to the training strands. Overall, it is considered a negative result, as together with the lack of definition of the appropriate teacher profile for the respective grade, it is accompanied by poor student performance.

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Author Biographies

Gleison Costa Ramos, Governo do Estado de Rondônia

Mestrado acadêmico em Ensino em Ciências da Natureza – PGECN, pela Universidade Federal de Rondônia – UNIR. Docente Governo do Estado de Rondônia, Rolim de Moura – RO, Brasil.

Paulo Vilela Cruz, Universidade Federal de Rondônia

Doutorado em Ciências Biológicas (Entomologia) pelo Instituto Nacional de Pesquisas da Amazônia - INPA. Docente na Universidade Federal de Rondônia – UNIR. Rolim de Moura – RO, Brasil.

Maria Rosângela Soares, Universidade Federal de Rondônia

Doutorado em Física - Aplicações em Física Médica - pela Universidade Federal de Sergipe.  Docente na Universidade Federal de Rondônia – UNIR. Porto Velho – RO, Brasil.

Posted

11/08/2021

How to Cite

Costa Ramos, G., Vilela Cruz, P., & Rosângela Soares, M. (2021). WHICH MODEL OF TEACHER ORGANIZATION HAS THE BEST STUDENT PERFORMANCE IN THE FIFTH YEAR OF ELEMENTARY SCHOOL?. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.3149

Section

Human Sciences

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