Autoformação do professor para a ação tutorial
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2014
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Este estudo está centrado na tutoria enquanto modalidade de apoio ao processo de
ensino-aprendizagem e, simultaneamente, promotor no aluno de competências de
integração, desenvolvimento pessoal e académicas. Neste sentido, os professores-tutores
necessitam de obter conhecimentos que lhes permitam desempenhar com eficiência as
funções tutoriais.
A escola dos nossos tempos exige dos seus docentes maior abrangência nas suas
competências profissionais, no sentido de serem capazes de responder adequadamente aos
desafios que enfrentam, com novas e crescentes atribuições.
Neste contexto emergiu a seguinte questão de partida: Como pode o docente
desenvolver as suas competências para o desempenho da ação tutorial no contexto
escolar?
Segundo Cano González (2008), todos os professores são, ou deveriam ser,
tutores e orientadores, já que o paradigma educacional emergente requer a inserção de
novas práticas curriculares e metodologias inovadoras. O professor tutor sugere alterações
na forma como o aluno desenvolve as suas atividades, criando situações diferenciadas de
aprendizagem de acordo com as necessidades individuais. Desta forma, a tutoria é um
contributo para que todos os alunos possam ter uma formação integral que lhes permita
participar, de forma efectiva, numa sociedade que se pretenda inclusiva e democrática,
garantindo assim o objetivo de uma educação de qualidade para todos, de acordo com os
desideratos da UNESCO (1994).
O Trabalho de Projeto, de que ora se lavra este relatório, seguiu a metodologia de
investigação-ação, pelo modelo de Whitehead. Foram cinco fases distintas: desde a
identificação do problema até à sua superação, passando pelas fases intermédias de
planificação do trabalho, de implementação e de avaliação. A última fase foi a sua
reformulação, na qual se apresenta um alargamento da proposta inicial de tutoria centrada
no professor para a tutoria interpares.
Foram concebidos pelo investigador três módulos de formação implementados no
decorrer da investigação que lhes permitiu, em regime de autoformação, juntamente com a
revisão da literatura sobre tutoria, desenvolver as suas competências para um desempenho
mais eficiente e eficaz do papel de tutor.
This study is focused on tutors as a method to support the teaching-learning process and simultaneously promoting learner integration skills, personal and academic development. In this sense, tutors-teachers need to get knowledge to perform effectively the functions tutorials. Nowadays, the school requires its teachers greater scope in their professional skills in order to be able to respond adequately to the challenges they face, with new and growing responsibilities. In this context emerged the question of departure: How can teachers develop their skills for the performance of the tutorial action in the school context? According Cano González (2008), all teachers are, or should be, tutors and mentors, as the emerging educational paradigm requires the inclusion of new curricular practices and innovative methodologies. The tutor suggests changes in the way the student develops its activities, creating different learning situations according to individual needs. Thus, tutoring is a contribution to that all students can have a full training to enable them to participate effectively in a society that is to be inclusive and democratic, thus ensuring the goal of quality education for all, according with the wishes of UNESCO (1994). The Project Work, that is now ranging this report, follows the methodology of action research, the model of Whitehead. There were five distinct stages: from identifying the problem to overcome it, through the intermediate stages of work planning, implementation and evaluation. The last phase was its reformulation, which presents an extension of the initial proposal centered on the teacher tutoring for peer tutoring. Were designed by the investigator three training modules implemented during the investigation allowed them, in self-training regimen, along with review of the literature on tutoring, develop their skills to a more efficient and effective performance of the role of tutor.
This study is focused on tutors as a method to support the teaching-learning process and simultaneously promoting learner integration skills, personal and academic development. In this sense, tutors-teachers need to get knowledge to perform effectively the functions tutorials. Nowadays, the school requires its teachers greater scope in their professional skills in order to be able to respond adequately to the challenges they face, with new and growing responsibilities. In this context emerged the question of departure: How can teachers develop their skills for the performance of the tutorial action in the school context? According Cano González (2008), all teachers are, or should be, tutors and mentors, as the emerging educational paradigm requires the inclusion of new curricular practices and innovative methodologies. The tutor suggests changes in the way the student develops its activities, creating different learning situations according to individual needs. Thus, tutoring is a contribution to that all students can have a full training to enable them to participate effectively in a society that is to be inclusive and democratic, thus ensuring the goal of quality education for all, according with the wishes of UNESCO (1994). The Project Work, that is now ranging this report, follows the methodology of action research, the model of Whitehead. There were five distinct stages: from identifying the problem to overcome it, through the intermediate stages of work planning, implementation and evaluation. The last phase was its reformulation, which presents an extension of the initial proposal centered on the teacher tutoring for peer tutoring. Were designed by the investigator three training modules implemented during the investigation allowed them, in self-training regimen, along with review of the literature on tutoring, develop their skills to a more efficient and effective performance of the role of tutor.
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Orientação: Roque Rodrigues Antunes
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, PROFESSORES, TEACHERS