ePortfólios como recursos de carreira – programa online com estudantes do ensino superior
DOI:
https://doi.org/10.5585/50.2024.27399Palavras-chave:
empregabilidade, ePortfólio, recursos de carreiraResumo
O programa B4C - Boost for Career visa promover e/ou melhorar a empregabilidade dos estudantes do ensino superior a partir de um enfoque nos recursos de carreira. Foi desenhado e oferecido em ambiente digital para estudantes de duas instituições de ensino superior públicas portuguesas. No âmbito do programa cada participante desenvolveu um eportfólio enquanto instrumento de apoio à empregabilidade e de avaliação. No presente artigo apresentamos e discutimos os resultados da análise de conteúdo temática dos 151 eportfólios desenvolvidos nas duas edições do B4C. A análise temática foi orientada, por um lado, pelos temas emergentes da estrutura teórica, designadamente os recursos de carreira, e por outo lado, pela sua operacionalização por parte dos participantes. Os principais resultados evidenciam que o programa, enquanto desenvolveu competências específicas, relacionadas com os recursos de carreira e outras como as digitais, desenvolveu também a consciência para a importância dos recursos de carreira numa perspetiva de integração ou de gestão de percursos complexos.
Downloads
Referências
ALVES, M. G., As universidades, a inserção e a aprendizagem profissionais: que lugar…, Educar em Revista, 57, pp. 49-64. 2015.
ATCHOARENA, D., N.; SELWYN, N.; CHAKROUN, B.; MIAO, F.; WEST, M. Coligny, C. Digital Skills for Life and Work. Report by the Broadband Commission for Sustainable Development. UNESCO. 2017.
BAZAN, C.; SHAIKH, A.; FREDERICK, S.; AMJAD, A.; YAP, S., FINN, C.; RAYNER, J. Effect of the University’s Environment and Support System on Subjective Social Norms as Precursor of the Entrepreneurial Intention of Students. Sage Open, 12(4). 2022. DOI: https://doi.org/10.1177/21582440221129105
BEARDSLEY, M.; SANTOS, P.; HERNÁNDEZ-LEO, D.; MICHOS, K. Ethics in educational technology research: Informing participants on data sharing risks. Br. J. Educ. Technol. 50, 1019–1034. 2019. DOI: https://doi.org/10.1111/bjet.12781
BENNETT D.; ROBERTSON R. ePortfolios within a Community of Practice: Academics as Facilitators and Guides. ePortfolios in Australian Universities Springer, 65–82. 2015. DOI: https://doi.org/10.1007/978-981-10-1732-2_5
BRAUN, V.; CLARKE, V. Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. 2006. DOI: http://dx.doi.org/10.1191/1478088706qp063oa
CAR, J.; CARLSTEDT-DUKE, J.; CAR, L. T.; POSADZKI, P., WHITING, P.; ZARY, N.; ATUN, R.; MAJEED, A.; CAMPBALL, J. Digital education in health professions: the need for overarching evidence synthesis. Journal of Medical Internet Research, 21(2), e129113. 2019. DOI: https://doi.org/10.2196/12913
CARL, A.; STRYDOM, S. e-Portfolio as reflection tool during teaching practice: the interplay between contextual and dispositional variables. South African Journal of Education, 37(1): Art.#1250. 2017. DOI: HTTPS://doi.org/10.15700/saje.v37n1a1250
DAUNERT, A. L.; PRICE, L. E-portfolio: A practical tool for self-directed, reflective, and collaborative professional learning. In HARTEIS, C.; RUASCH, A.; SEIFRIED, J. (Eds.). Discourses on professional learning: On the boundary between learning and working (231–251). Springer. 2014. DOI: https://doi.org/10.1007/978-94-007-7012-6_13
DAVIS, A.; LITTLE, P.; STEWART, B. Developing an infrastructure for online learning. In ANDERSON, T. (Ed.) The Theory and Practice of Online Learning, 121-142. Edmonton, AuPress, Athabasca University. 2008
DAVIES, B.; DIEMAND-YAUMAN, C., VAN DAM, N. Competitive advantage with a human dimension: From lifelong learning to lifelong employability. McKinsey Quarterly. 2019
DIAS, J.; KOVÁCS, I.; CERDEIRA M. C. Mudanças recentes na estrutura de emprego em Portugal: segmentação e polarização, Sociologia On Line, 22. 2020. DOI: https://doi.org/10.30553/sociologiaonline.2020.22.6
DONALDSON, L. (2018). Eportfolio based assessment: Inspiring exploration and supporting evaluation for practitioners. National Institute for Digital Learning, Dublin City University. 2018.
DONOSO, V.; PYZALSKI, J.; WALTER, N.; RETZMANN, N.; IWANICKA, A.; d’HAENENS, L.; BARTKOWIAK, K. Report on Interviews with Experts on Digital Skills in Schools and the Labour Market. European Comission. 2020.
EC – EUROPEAN COMMISSION. Key Competencies for Lifelong Learning. Luxemburg: Publications Office of The European Union. 2019.
EC – EUROPEAN COMMISSION. Council Resolution on a Renewed European Agenda for Adult Learning. Luxemburg: Publications Office of The European Union. 2011 .
ELLIOTT, J.; ADACHI, C. Building their portfolio: Using ePortfolios in teacher PD to build capacity. ePortfolio Forum, 2020.
WALLAND, E.; SHAW, S. E-portfolios in teaching, learning and assessment: tensions in theory and praxis, Technology. Pedagogy and Education, 31(3), 363-379. 2022. DOI: https://doi.org/10.1080/1475939X.2022.2074087
FAROOQ, M. S.; SALAM, M.; Ur REHMAN, S.; FAYOLLE, A.; JAAFAR, N.; AYUPP, K. Impact of Support from Social Network on En trepreneurial Intention of Fresh Business Graduates: A Structural Equation Modelling Approach. Educ. Train., 60, 335–353. 2018. DOI: http://dx.doi.org/10.1108/ET-06-2017-0092
GOULÃO, F. Ensinar e aprender em ambientes online: alterações e continuidades na(s) prática(s) docente(s). In MOREIRA, J. A.; MONTEIRO, A. (Orgs.), Ensinar e Aprender Online com Tecnologias Digitais, 15-30. 2012. Porto: Porto Editora.
HENRIQUES, S.; NEVES, C.; ABRANTES, P.; RAMOS, M. R.; JACQUINET, M.; BÄCKSTRÖM, B.; FALÉ, I.; MAGANO, O. Literacia e inclusão digital no ensino superior online. Impactos em adultos diplomados. Sociologia, Problemas e Práticas, 101, 29-51. 2023. DOI: https://doi.org/10.7458/SPP202310126792
HIRSCHI, A.; NAGY, N.; BAUMELER, F.; JOHMSTON, C. S.; SPURK, D. Assessing key predictors of career success: Development and validation of the career resources questionnaire. Journal of Career Assessment, 26(2), 338-358. 2018. DOI: http://dx.doi.org/10.1177/1069072717695584
HOWELL, D.; SERIGNESE, M.; ANDERSON, S.; DODSON, R.; McDOWALL, J.; MILLER, J.; NEWCOMER, D.; SANDERS, R.; SHEHAN, B. Promoting the Value of Career Education Programs. Inquiry: The Journal of the Virginia Community Colleges, 22(1). 2019. DOI: https://commons.vccs.edu/inquiry/vol22/iss1/10
KAKOURIS A.; TAMPOURI S.; KALIRIS A.; MASTROKOUKOU S.; GEORGOPOULOS, N. Entrepreneurship as a Career Option within Education: A Critical Review of Psychological Constructs. Education Sciences. 14(1), 46. 2024. DOI: https://doi.org/10.3390/educsci14010046
KELLY, M.; ROSSIGNOL, K. Professional transitions: the eportfolio as a curated digital narrative. Industry & Higher Education, 36(6), 784-794. 2022. DOI: https://doi.org/10.1177/09504222221127565
KETTUNEN J.; SAMPSON, J. P. Challenges in implementing ICT in career services: perspectives from career development experts. International Journal for Educational and Vocational Guidance, 19(1), 1-18. 2019. DOI: https://doi.org/10.1007/s10775-018-9365-6
LINDER, C.; FARAHBAKHSH, S. Unfolding the Black Box of Questionable Research Practices: Where is the line between acceptable and unacceptable practices? Bus. Ethics Q. 30, 335–360. 2020. DOI: http://dx.doi.org/10.1017/beq.2019.52
MONTEIRO, S.; ALMEIDA, L.; SÁNCHEZ, T. G.; QUINTELA, N. R.; UZQUIANO, M. P. Career resources among higher education students: a mixed-method study. Educacion XX1, 26(1), 93–115. 2023. DOI: https://doi.org/10.5944/educxx1.31544
MONTEIRO, S.; POSTIGO, A.; ALMEIDA, L. Escala Grit de Oviedo: Precisão e Validade dos Resultados da Versão Portuguesa. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 67(1), 147. 2023. DOI: https://doi.org/10.21865/ridep67.1.11
MONTEIRO, S.; SEABRA, F.; SANTOS, S.; ALMEIDA, L. Career resources in higher education: characterization and diagnosis of psychoeducational needs, 6606-6611. Proceedings of ICEI2022 Conference. 2022.
NINO M. From assessment to career readiness: Revamping ePortfolios for student professional development and employment. International Journal for Recording Achievement, Planning, and Portfolios. 1(3), 15–23. 2018.
PÊGO, J. P.; MIGUÉIS, V. L.; SOEIRO, A. Students’ complex trajectories: exploring degree change and time to degree. International Journal of Educational Technology in Higher Education. 21(9). 2024. DOI: https://doi.org/10.1186/s41239-024-00438-5
RING, G. L.; WAUGAMAN, C.; BRACKETT, B. The Value of Career ePortfolios on Job Applicant Performance: Using Data to Determine Effectiveness. International Journal of ePortfolio. 7(2), 225–236. 2017.
ROSSIER, J.; CARDOSO, P. M.; DUARTE, M. E. The Narrative Turn in Career Development Theories: An Integrative Perspective. In Peter J. Robertson, Tristram Hooley, Phil McCash (Eds). The Oxford Handbook of Career Development, 168-180. 2021. Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780190069704.013.13
ROWLEY, J. ePortfolios in Australian universities. Springer. 2016. DOI: https://doi.org/10.1007/978-981-10-1732-2
Rudolph, C. W., Zacher, H., Hirschi, A. Empirical developments in career construction theory. Journal of Vocational Behaviour, 111, 1-6. 2019. DOI: https://doi.org/10.1016/j.jvb.2018.12.003
SABRI, F. Critical Thinking Assessment via Eportfolio. Trans, 23. 2018. Disponível em: https://www.inst.at/trans/23/critical-thinking-assessment-via-eportfolio/ (acedido em 22 junho 2024).
SAEED, M. A.; COLEMAN, K.; JABBAR, A.; KREKELER, N. Electronic portfolios for learning and teaching in veterinary education. The AAEEBL ePortfolio Review, 4(1): 28–42. 2020. Disponível em: https://aaeebl.org/wp-content/uploads/2020/09/AePR-v4n1.pdf (acedido em 22 de junho 2024).
SAMPAIO, C.; TAVEIRA, M. C.; SILVA, A. D.; MONTEIRO, S.; SANTOS, S.; ALMEIDA, L. Efeito da intervenção a distância nos recursos de carreira de universitários estudantes-trabalhadores: Resultados preliminares. Comunicação apresentada no XVII Congresso Internacional Galego-Português de Psicopedagogia. 2023 Disponível em: http://hdl.handle.net/10400.2/15621 (acedido em 01 junho 2024).
SANTOS, S.; MONTEIRO, S.; SEABRA, F.; SAMPAIO, C.; ALMEIDA, L. Avaliação do Programa Boost 4 Career – Programa a distância de promoção da empregabilidade de estudantes do ensino superior. Comunicação apresentada no XVII Congresso Internacional Galego-Português de Psicopedagogia. 2023. Disponível em: http://hdl.handle.net/10400.2/15623 (acedido em 20 fevereiro 2024).
SEABRA, F.; HENRIQUES, S.; CARDOSO, T.; BARROS, D.; GOULÃO, M. F. E-learning in higher education: Academic factors for student permanence. In AZEITEIRO, U. M.; FILHO, W. L.; AIRES, L. (Eds.). Climate Literacy and Innovations in Climate Change Education, 359–373. 2018. Now York: Springer International Publishing.
SEABRA, F.; MONTEIRO, S.; SANTOS, S.; ALMEIDA, L. Distance career intervention with portuguese higher education students: programme overview, 7602-7608. Proceedings of ICEI2022 Conference. 2022.
SCULLY, D.; O’LEARY, M.; BROWN, M. The learning portfolio in higher education: A game of snakes and ladders. Dublin City University, Centre for Assessment Research, Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL). 2018. DOI: https://doi.org/10.13140/RG.2.2.18883.71208
SILVA, A. D.; COELHO, P.; TAVEIRA, M. C. Effectiveness of a career intervention for empowerment of institutionalized youth. Vulnerable Children and Youth Studies, 12(2), 171–181. 2017. DOI: http://dx.doi.org/10.1080/17450128.2017.1282070
SPCE-SOCIEDADE PORTUGUESA DE CIÊNCIAS DA EDUCAÇÃO. Carta Ética. Poro: SPCE. 2020.
WALKER, B.; BAIR, A. R.; MACDONALD, R. H. Supporting students’ career development: A call to action. In E. M. D. Baer, K. M. Layou, R. H. Macdonald (Eds.). Catalyzing change: STEM faculty as change agents. New Directions for Community Colleges, 199, 93–106. John Wiley & Sons. 2022. DOI: https://doi.org/10.1002/cc.20526
WINSOR, P. J.; ELLEFSON, B. A. Professional portfolios in teacher education: An exploration of their value and potential. The Teacher Educator, 31(1), 68–81. 1995. DOI: https://doi.org/10.1080/08878739509555100
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Susana Henriques; Maria de Fátima Goulão, Daniela Barros
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.