Supervisão e colaboração pedagógica : perspetivas de formação profissional docente em comunidade
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2019
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O presente estudo pretende analisar de que forma a supervisão e colaboração pedagógica,
entre docentes de um Agrupamento de escolas, favorecem a melhoria das práticas, a formação
profissional e a construção de uma comunidade educativa aprendente. Nos últimos anos, a
reorganização de muitas escolas originou mudanças significativas em comunidades alargadas,
implicando novas rotinas e formas de supervisão. Tratando-se de um novo contexto de ação,
interessava analisar dinâmicas de supervisão e colaboração pedagógica, na perceção de
supervisores e professores de diversos grupos disciplinares. Partindo da revisão da literatura,
foi delineado um estudo predominantemente quantitativo, que decorreu num Agrupamento de
escolas de Aveiro. Como estratégia quantitativa, foram analisadas as respostas a dois
inquéritos por questionário, aplicados a supervisores e professores pertencentes à mesma
comunidade. Como estratégia qualitativa, analisaram-se documentos orientadores do
Agrupamento e as perguntas abertas dos inquéritos por questionário.
Em conclusão, a maioria dos supervisores e professores manifesta uma perceção positiva
sobre a supervisão e colaboração pedagógica entre pares. Globalmente, a supervisão
colaborativa é considerada fundamental para a auto e hetero formação profissional e a
qualidade do ensino e aprendizagem. O problema, que emerge da análise efetuada, é a
confusão entre supervisão e ADD (Avaliação de Desempenho Docente). De facto, há
professores que manifestam perceções negativas e rejeitam práticas supervisivas, que
associam à ADD, bem como o excesso de legislação e burocracia. Embora, em geral, sejam a
favor da reflexão e do trabalho colaborativo, há ainda um longo caminho a percorrer para
clarificar o sentido formativo da supervisão (e não avaliativo), essencial à construção de
comunidades educativas aprendentes.
The present study intends to analyse how pedagogical supervision and collaboration, among teachers of a School Grouping, favor the improvement of practices, professional qualification and the construction of a learning educational community. In recent years, the reorganization of many schools has led to significant changes in larger communities, involving new routines and forms of supervision. In this new context of action, it was interesting to analyse dynamics of supervision and pedagogical collaboration, in the perception of supervisors and teachers of various disciplinary groups. From the literature review, a predominantly qualitative study has been designed, and applied in a grouping of schools in Aveiro. As a quantitative strategy, the answers to two questionnaire surveys were applied to supervisors and teachers from the same community. As a qualitative strategy, the Group's guiding documents and the open-ended questions from the questionnaire surveys were analysed. In conclusion, most supervisors and teachers express a positive perception about peer supervision and pedagogical collaboration. Globally, collaborative supervision is considered critical to self and hetero qualification training and quality of teaching and learning. The problem that emerges from the analysis is the confusion between supervision and ADD (teacher performance evaluation). In fact, there are teachers who express negative perceptions and reject supervisory practices, which they associate with ADD, as well as excessive legislation and bureaucracy. Though generally in favor of reflection and collaborative work, there is still a long way to clarify the formative meaning of supervision (rather than evaluation), which is essential for the construction of learning educational communities.
The present study intends to analyse how pedagogical supervision and collaboration, among teachers of a School Grouping, favor the improvement of practices, professional qualification and the construction of a learning educational community. In recent years, the reorganization of many schools has led to significant changes in larger communities, involving new routines and forms of supervision. In this new context of action, it was interesting to analyse dynamics of supervision and pedagogical collaboration, in the perception of supervisors and teachers of various disciplinary groups. From the literature review, a predominantly qualitative study has been designed, and applied in a grouping of schools in Aveiro. As a quantitative strategy, the answers to two questionnaire surveys were applied to supervisors and teachers from the same community. As a qualitative strategy, the Group's guiding documents and the open-ended questions from the questionnaire surveys were analysed. In conclusion, most supervisors and teachers express a positive perception about peer supervision and pedagogical collaboration. Globally, collaborative supervision is considered critical to self and hetero qualification training and quality of teaching and learning. The problem that emerges from the analysis is the confusion between supervision and ADD (teacher performance evaluation). In fact, there are teachers who express negative perceptions and reject supervisory practices, which they associate with ADD, as well as excessive legislation and bureaucracy. Though generally in favor of reflection and collaborative work, there is still a long way to clarify the formative meaning of supervision (rather than evaluation), which is essential for the construction of learning educational communities.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, SUPERVISÃO PEDAGÓGICA, FORMAÇÃO PROFISSIONAL, EDUCATION, PEDAGOGICAL SUPERVISION, VOCATIONAL TRAINING