A escola de hoje e a formação inicial de professores de português
Miniatura indisponível
Data
2011
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Ao longo dos últimos anos, as exigências com que o professor se tem deparado no exercício da sua profissão têm sido cada vez maiores. Os contextos educacionais são extremamente complexos e muito diferentes uns dos outros. O professor tem que desenvolver competências que lhe permitam responder de forma autónoma e criativa a tudo o que lhe é exigido.
A formação inicial é um momento fulcral para o desenvolvimento dessas competências, mas não o único. É o início de um processo de preparação e desenvolvimento que deve ser continuado ao longo da vida profissional.
A formação inicial de professores de Português promovida pela Faculdade de Letras da Universidade de Lisboa passou, nos últimos vinte e sete anos, por três modelos que se diferenciam, sobretudo, na importância atribuída à prática pedagógica. Este facto tem tido repercussões nas dificuldades reveladas pelos jovens professores no momento em que iniciam a sua carreira.
Esta dissertação foi os resultados de uma investigação de natureza descritiva que teve como objetivo investigar a relação que existe entre esses três modelos de formação inicial e as necessidades concretas dos professores em início de carreira, com base nos quais se fazem recomendações de formação contínua para colmatar as lacunas verificadas ao testemunho dos sujeitos de investigação.
Over the past few years, the demands that the teacher has encountered in the exercise of his/her profession have been increasing. The educational contexts are extremely complex and very different from each other. The teacher has to develop competences that enable him to respond independently and creatively to all that is required. The initial training is one of the most important moments for the development of these competences, but not the only one. It is the beginning of a process of preparation and development that should be continued through life. The initial training of Portuguese teachers promoted by the Faculdade de Letras of the University of Lisbon spent, in the last twenty-seven years, for three models that differ mainly in emphasis on teaching practice. This has had implications on the difficulties encountered by young teachers when they begin their career. This dissertation was the result of a descriptive investigation that aimed to highlighting the differences between these three models of initial training and the way they respond to practical needs of junior teachers. Based on this investigation, recommendations are made for filling the training identified gaps of the models in question.
Over the past few years, the demands that the teacher has encountered in the exercise of his/her profession have been increasing. The educational contexts are extremely complex and very different from each other. The teacher has to develop competences that enable him to respond independently and creatively to all that is required. The initial training is one of the most important moments for the development of these competences, but not the only one. It is the beginning of a process of preparation and development that should be continued through life. The initial training of Portuguese teachers promoted by the Faculdade de Letras of the University of Lisbon spent, in the last twenty-seven years, for three models that differ mainly in emphasis on teaching practice. This has had implications on the difficulties encountered by young teachers when they begin their career. This dissertation was the result of a descriptive investigation that aimed to highlighting the differences between these three models of initial training and the way they respond to practical needs of junior teachers. Based on this investigation, recommendations are made for filling the training identified gaps of the models in question.
Descrição
Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, FORMAÇÃO CONTÍNUA, FORMAÇÃO DE PROFESSORES, DESENVOLVIMENTO PROFISSIONAL, EDUCATION, TEACHERS EDUCATION, PROFESSIONAL DEVELOPMENT, CONTINUING EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, SUPERVISÃO PEDAGÓGICA, PEDAGOGICAL SUPERVISION, DESENVOLVIMENTO DE COMPETÊNCIAS, SKILLS DEVELOPMENT