Pilot study on the student teacher professional agency in Brazil: a quantitative approach

Authors

  • Lais Oliveira Leite Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.
  • Francisca Geny Lustosa Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.
  • Juliana Silva Santana Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.

DOI:

https://doi.org/10.20952/revtee.v18i37.21740

Keywords:

Professional Agency, Pedagogy Student, Initial Teacher Education, Theoretical-Practical Curricular Coherence, Pedagogical Interactions

Abstract

This study piloted a quantitative methodological approach to investigate Student Teacher Professional Agency (STPA) in Brazil. STPA is understood as the engagement of student teachers in managing their own learning process through individual strategies and social interactions. The literature reports that STPA is influenced by the curricular coherence of teacher education and the pedagogical interactions within their learning environment. As the concept is new to the academic community in Brazil and there are very few publications specifically addressing it in the country, this article aims to demonstrate the importance and contribution of studying this topic in the context of teacher education in Brazil. To achieve this, we engaged with theoretical references related to the topic and applied a questionnaire that measured the considered factors in a Pedagogy Program at a Brazilian university with 102 students. The data were analyzed using descriptive statistics, Structural Equation Modeling, and Network Analysis to obtain an analytical-methodological triangulation. The results showed that STPA is strongly correlated with students' perceptions of the quality of pedagogical interactions in the learning environment and is developed as students connect theoretical and methodological courses with field experiences, thanks to observation and modeling opportunities provided by their mentors. The use of complementary statistical analyses with different visualizations indeed provided a deeper understanding that would not have been possible with only one of these procedures.

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Author Biographies

Lais Oliveira Leite, Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.

Mestra em Educação e psicóloga educacional. Estuda e trabalha na Finlândia desde 2016. Atuou como assistente de projetos e consultora educacional para os setores público e privado em colaborações internacionais e projetos de desenvolvimento educacional em países europeus, latinos, africanos e asiáticos. Atualmente, está concluindo seu doutorado na Universidade do Leste Finlandês (UEF).

Francisca Geny Lustosa, Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.

Doutora em Educação e professora do Programa de Licenciatura em Educação da Universidade Federal do Ceará (PPGE-FACED/UFC). Membro da Associação Internacional para Inclusão, Interculturalidade e Inovação Pedagógica (AIIIIPe), é coordenadora do Grupo Pró-Inclusão: Pesquisas e Estudos sobre Educação Inclusiva, Práticas Pedagógicas e Formação de Professores/CNPq.

Juliana Silva Santana, Universidade Federal do Ceará, Fortaleza, Ceará, Brasil.

Doutora em Educação e professora do Centro de Educação na Universidade Estadual do Ceará (Curso de Pedagogia). Coordenadora do Coletivo Mapinduzi - grupo de estudos de intelectuais negras. Membro-colaboradora do Grupo de pesquisa Pro-inclusão (UFC).

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Published

2025-05-15

How to Cite

Leite, L. O., Lustosa, F. G., & Santana, J. S. (2025). Pilot study on the student teacher professional agency in Brazil: a quantitative approach. Revista Tempos E Espaços Em Educação, 18(37), e21740. https://doi.org/10.20952/revtee.v18i37.21740

Issue

Vol. 18 No. 37 (2025): Publicação Contínua

Section

Publicação Contínua

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