O papel da supervisão pedagógica no desenvolvimento profissional do professor e na construção da sua identidade
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Data
2017
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Devido à amplitude do espetro das funções educativas, os professores têm
sentido um alargamento e uma reconfiguração contínua das conceções e das funções
relacionadas com a docência. Sem ignorar a meta por que os docentes se regem,
promover o sucesso dos seus alunos, muitos profissionais sentem-se perdidos no
meio de inúmeras e sucessivas solicitações. Para poderem responder mais
adequadamente aos desafios e às transformações que lhes são exigidos, o ritmo a
que as alterações ocorrem impede a reflexividade necessária à interiorização de
características identitárias e desenvolvimentais.
Daqui deriva, por exemplo, um fraco nível de identidade e de
desenvolvimento profissional docente, traduzido, por vezes, em crises de identidade
docente e carências no plano diretamente relacionado com o exercício profissional
docente. Neste sentido, emergiu a questão de partida desta investigação: qual o papel
da supervisão pedagógica no desenvolvimento profissional do professor e na
construção da sua identidade?
Por conseguinte, a revisão da literatura evidencia que a supervisão
pedagógica pode emergir como plataforma individual e organizacional capaz de
promover estratégias que potenciem o trabalho educativo e reforcem a identidade
docente. A metodologia adotada nesta investigação é qualitativa, cujos moldes
permitiram construir uma oficina de formação, partindo das necessidades observadas
no terreno, através dum questionário por escrito realizado aos docentes. Os principais
resultados traduziram-se no conhecimento das funções supervisivas e das
competências do supervisor, a par do fraco conhecimento identitário e
desenvolvimental.
Considerando as carências evidenciadas, apresenta-se um projeto de
formação docente centrada na escola, radicada no desenvolvimento de competências
pessoais e profissionais, nos níveis da identidade e do desenvolvimento profissionais e
da supervisão pedagógica. Para alcançar os objetivos propostos, propõe-se a
implementação de uma oficina de formação, alicerçada na experiência e nos
problemas dos intervenientes, na reflexão da prática e no desenvolvimento de novas
possibilidades, em termos individuais e coletivos. A expectativa positiva sobre os
resultados a obter com esta modalidade formativa, nomeadamente o impacto no
crescimento dos níveis identitário e desenvolvimental, sustenta-se no trabalho
empírico realizado.
Due to the variety of the educational functions spectrum, teachers have handled a broadening and continuous reconfiguration of concepts and functions related to teaching. Without ignoring the goal to which teachers rule themselves, to promote their students success, many professionals feel lost amidst numerous and continuous requests. In order to answer more adequately to the challenges and transformations that are required from them, the pace at which changes occur inhibits the necessary reflexivity needed to the internalization of identity and developmental characteristics. This leads, for example, to a weak level of professional identity and professional development, sometimes resulting in teacher identity crisis and limitations which are directly related to the teachers’ professional practice. Thus, the initial question of this investigation arose: what is the role of pedagogical supervision in the professional development of the teacher and in the construction of his identity? Therefore, the literature review shows that pedagogical supervision can emerge as an individual and organizational platform capable of promoting strategies that improve the educational work and enhance the teaching identity. The methodology adopted in this research is qualitative, whose patterns allowed the construction of a training workshop, based on the needs observed in the field, through a written questionnaire to teachers. The main results were turned into the knowledge of the supervisory functions and the competences of the supervisor, along with weak identity and developmental knowledge. Considering the verified deficiencies, a school-based teacher training project is presented, rooted in the development of personal and professional competences, at the levels of professional identity and development and pedagogical supervision. In order to achieve the expected objectives, it is suggested to implement a training workshop, based on the experience and problems of the participants, on the reflection of their practice and on the development of new possibilities, both individually and collectively. The positive expectation on the results to be obtained with this formative modality, namely the impact on the growth of the identity and developmental levels, is based on the empirical work that has been carried out.
Due to the variety of the educational functions spectrum, teachers have handled a broadening and continuous reconfiguration of concepts and functions related to teaching. Without ignoring the goal to which teachers rule themselves, to promote their students success, many professionals feel lost amidst numerous and continuous requests. In order to answer more adequately to the challenges and transformations that are required from them, the pace at which changes occur inhibits the necessary reflexivity needed to the internalization of identity and developmental characteristics. This leads, for example, to a weak level of professional identity and professional development, sometimes resulting in teacher identity crisis and limitations which are directly related to the teachers’ professional practice. Thus, the initial question of this investigation arose: what is the role of pedagogical supervision in the professional development of the teacher and in the construction of his identity? Therefore, the literature review shows that pedagogical supervision can emerge as an individual and organizational platform capable of promoting strategies that improve the educational work and enhance the teaching identity. The methodology adopted in this research is qualitative, whose patterns allowed the construction of a training workshop, based on the needs observed in the field, through a written questionnaire to teachers. The main results were turned into the knowledge of the supervisory functions and the competences of the supervisor, along with weak identity and developmental knowledge. Considering the verified deficiencies, a school-based teacher training project is presented, rooted in the development of personal and professional competences, at the levels of professional identity and development and pedagogical supervision. In order to achieve the expected objectives, it is suggested to implement a training workshop, based on the experience and problems of the participants, on the reflection of their practice and on the development of new possibilities, both individually and collectively. The positive expectation on the results to be obtained with this formative modality, namely the impact on the growth of the identity and developmental levels, is based on the empirical work that has been carried out.
Descrição
Orientação: Roque Rodrigues Antunes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, PROFESSORES, DESENVOLVIMENTO PROFISSIONAL, SUPERVISÃO PEDAGÓGICA, IDENTIDADE PROFISSIONAL, EDUCATION, TEACHERS, PROFESSIONAL DEVELOPMENT, PEDAGOGICAL SUPERVISION, PROFESSIONAL IDENTITY