Abstract

ROCHA, Ricelli Endrigo Ruppel da  and  BLASZKO, Caroline Elizabel. In-service teacher education and its contribution to the quality of life of basic education teachers. Rev. Diálogo Educ. [online]. 2022, vol.22, n.72, pp.147-168.  Epub Sep 19, 2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.072.ds07.

Based on the new goals of the National Education Plan for 2024, Basic Education teachers must continue their education process and maintain their welfare at work in order to meet the new demands of the educational system. . O objetivo desta pesquisa foi analisar as contribuições da formação continuada na qualidade de vida dos professores da Educação Básica. This study aimed at analyzing the in-service continuous education contribution to the quality of life of basic education teachers. Ninety teachers that work in Early Childhood Education, Elementary Education and High School participated in the research. The participants were divided into two groups: the In-Service Education Group (ISEG, n = 48), whose teachers have attended the Education Program in Creative Schools for 2 years; and the No In-Service Education Group (NISEG, n = 42). The self-perceived quality of life related to the Physical, Psychological, Social Relationships and Environment domains was evaluated by using the WHOQOL-bref instrument. The results showed that the scores regarding the Physical (57.1), Psychological (66.7), Social Relationships (75.0), and Environment (65.6) domains of the In-Service Education Group were significantly higher than those obtained by the No In-Service Education Group in the Physical (53.3), Psychological (62.5), Social Relationships (66.7), and Environment (56.3) domains (p <0.05). The general self-perceived quality of life of the In-Service Education Group (66.0) was significantly better than that of the No In-Service Education Group (59.0) (p <0.0001). We concluded that the in-service continuous education contributed to the improvement of the teachers’ perception of their quality of life, showing that the program based on the complexity-transdisciplinarity-eco-education triad influenced the individual, social and environmental welfare of the participants.

Keywords : In-service education; Basic education; Eco-education; Quality of life.

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