A supervisão da formação contínua de professores para o cumprimento das metas do projeto educativo
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2012
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O professor representa um importante papel na escola, enquanto pessoa e profissional, como professor ou supervisor. Para que se mantenha atualizado nas funções que desempenha, revela-se fundamental a frequência de ações de formação contínua, ao longo de toda a vida profissional.
O projeto educativo de escola é considerado, legalmente, um dos documentos de importância estratégica para a escola e nele deverá constar a questão da formação contínua de professores.
Por esse motivo, este projeto pretende investigar, no contexto particular de uma escola, de que modo as necessidades de formação do pessoal docente estão previstas no projeto educativo e de que modo as mesmas são posteriormente articuladas com o plano de formação, para se constituírem como uma resposta formativa eficaz.
Da análise de conteúdo efetuada concluiu-se que o projeto educativo não prevê a formação do pessoal docente, não estão implementadas práticas de supervisão no campo da formação e não há qualquer articulação deste documento com o plano de formação.
A formação prevista no plano de formação também não prepara os professores para responderem às metas definidas no projeto educativo e, para colmatar esse facto, foi construído um plano de ação de formação sobre o tema da indisciplina, situação identificada como a mais problemática para a escola resolver.
The teacher plays an important role in school, as a person and a professional, as a teacher or a supervisor. So that he can be aware of the functions he plays, it’s important to take part in continuous training, throughout his professional life. The school educational project is legally considered to be one of the documents with a strategical importance to school and it should contain the issue of teachers’ continuous training. For that reason, this project wants to investigate, in a particular school context, in what ways the needs for teachers’ continuous training are foreseen in the educational project and in what ways they are subsequently connected with the training plan, so that they can build an effective training answer. From the analysis of the content it’s possible to conclude that the educational project doesn’t foresee the teachers’ continuous training, there aren’t implemented supervision practices in the training field and there is no articulation between that document and the training plan. The training forecast in the training plan also doesn´t prepare teachers to answer the goals identified in the educational project and, in order to solve that, it was developed a plan for a training session about indiscipline, situation identified as the most problematic for the school to deal with.
The teacher plays an important role in school, as a person and a professional, as a teacher or a supervisor. So that he can be aware of the functions he plays, it’s important to take part in continuous training, throughout his professional life. The school educational project is legally considered to be one of the documents with a strategical importance to school and it should contain the issue of teachers’ continuous training. For that reason, this project wants to investigate, in a particular school context, in what ways the needs for teachers’ continuous training are foreseen in the educational project and in what ways they are subsequently connected with the training plan, so that they can build an effective training answer. From the analysis of the content it’s possible to conclude that the educational project doesn’t foresee the teachers’ continuous training, there aren’t implemented supervision practices in the training field and there is no articulation between that document and the training plan. The training forecast in the training plan also doesn´t prepare teachers to answer the goals identified in the educational project and, in order to solve that, it was developed a plan for a training session about indiscipline, situation identified as the most problematic for the school to deal with.
Descrição
Orientação: Maria Fernanda Lopes ; co-orientação: Nilza Henriques dos Santos
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EDUCAÇÃO, DESENVOLVIMENTO PROFISSIONAL, PROFESSORES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, FORMAÇÃO CONTÍNUA, PROJETOS EDUCATIVOS, INDISCIPLINA ESCOLAR, SUPERVISÃO PEDAGÓGICA, EDUCATION, PROFESSIONAL DEVELOPMENT, TEACHERS, CONTINUING EDUCATION, EDUCATIONAL PROJECTS, SCHOOL INDISCIPLINE, PEDAGOGICAL SUPERVISION