Ação de supervisão na melhoria das práticas docentes em turmas CEF
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2012
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Este projeto consistiu num plano de supervisão aplicado a um público-alvo muito concreto – os técnicos especializados dos cursos de educação formação. Face a problemas empiricamente experienciados, empreendemos um estudo científico que nos permitisse compreender as questões que, este grupo de professores, nos colocava. Assim, apontámos como questão de partida procurar saber como lidar, supervisionar ou coordenar estes professores. Para a concretização do estudo adotou-se a metodologia de investigação-ação com o intuito de se delinear o plano de intervenção, aplicá-lo e avaliá-lo. Assim, procurámos um referencial teórico que nos elucidasse sobre as principais estratégias de supervisão a utilizar no sentido de ajudar a desenvolver, nos técnicos especializados, competências pessoais e profissionais a fim de dar resposta a um grupo específico de alunos. Recolheram-se ainda dados através da aplicação de um questionário e do registo de observações no diário de bordo.
O plano de supervisão foi direcionado em três áreas prioritárias: o “ser professor”, as práticas pedagógicas e a avaliação de alunos, implementando-se várias ações que visassem superar as lacunas encontradas e promover a melhoria da profissionalidade destes docentes. Após a aplicação de todas as ações delineadas esperaríamos algumas modificações a nível da atuação dos professores o que se constatou nuns casos e noutros não. Ao procurarmos compreender estes resultados, verificámos que os docentes não manifestavam reconhecimento de algumas das competências inerentes ao cargo de coordenador de curso. O coordenador só é visto como um mero diretor de turma. Logo, questionámo-nos sobre o impacto disso nos resultados, isto é, se os docentes não reconhecem as nossas funções de supervisão pedagógica, também não nos reconhecem a autoridade para tal, coartando o nosso poder de influência sobre eles.
This research consisted in a supervision plan applied to a very specific public group – the specialized technicians of the education formation courses. Due to empirical experienced problems, we carried out a scientific study which allowed us to understand the questions made by this group of teachers. Thus, as a prime question we decided to understand how to deal, supervise and coordinate these teachers. To achieve this study we adopted an action-research methodology so as to outline the supervision plan, implement and evaluate it. Therefore, we looked for theoretical references that enlightened us about the main supervision strategies to use, in order to help us to build, personal and professional competences that would allow us to work with a specific group of students. The data was collected through a questionnaire and with observations noted in a logbook. The supervision plan was directed to three main areas: “being a teacher”, pedagogical practices and student evaluation, by implementing several actions that intended to overcome the identified gaps and promote professional improvement in these teachers. After the application of all the designed actions, we might hope to see some changes in the teacher’s action, which happened in some cases, but in others didn´t. In order to try to understand these results, we realized that these teachers didn´t recognize some competences linked to the role of course coordinator. The coordinator is seen just as a mere course director. So, we questioned ourselves about how this would affect our study, that is, if the teachers didn’t recognize our pedagogical supervision functions, they didn´t also recognize the authority to do so, which would weaken out our power over them.
This research consisted in a supervision plan applied to a very specific public group – the specialized technicians of the education formation courses. Due to empirical experienced problems, we carried out a scientific study which allowed us to understand the questions made by this group of teachers. Thus, as a prime question we decided to understand how to deal, supervise and coordinate these teachers. To achieve this study we adopted an action-research methodology so as to outline the supervision plan, implement and evaluate it. Therefore, we looked for theoretical references that enlightened us about the main supervision strategies to use, in order to help us to build, personal and professional competences that would allow us to work with a specific group of students. The data was collected through a questionnaire and with observations noted in a logbook. The supervision plan was directed to three main areas: “being a teacher”, pedagogical practices and student evaluation, by implementing several actions that intended to overcome the identified gaps and promote professional improvement in these teachers. After the application of all the designed actions, we might hope to see some changes in the teacher’s action, which happened in some cases, but in others didn´t. In order to try to understand these results, we realized that these teachers didn´t recognize some competences linked to the role of course coordinator. The coordinator is seen just as a mere course director. So, we questioned ourselves about how this would affect our study, that is, if the teachers didn’t recognize our pedagogical supervision functions, they didn´t also recognize the authority to do so, which would weaken out our power over them.
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Orientação: Ana Paula Silva
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EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, PRÁTICAS PEDAGÓGICAS, EDUCATION, TEACHERS EDUCATION, EDUCATIONAL PRACTICES, AVALIAÇÃO DE PROFESSORES, TEACHERS EVALUATION, PRÁTICAS PEDAGÓGICAS, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES