A lecionação nos cursos profissionais : que exigências de formação?
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2012
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Em 2004/05, no âmbito da reforma do Ensino Secundário (ES), os cursos profissionais (CP) passam a fazer parte integrante do nível secundário de educação, na escola pública.
Surge, assim, a problemática em estudo: será que a classe docente planifica objetivos e estratégias de acordo com a tipificação de alunos com o perfil dos que se inserem em cursos profissionais?
Esta problemática inspirou a estruturação deste trabalho de investigação cuja metodologia incluiu a elaboração de um inquérito que foi aplicado a 48 professores que lecionam nas turmas de CP numa escola secundária com 3º ciclo de uma zona limítrofe do concelho de Almada. Os dados revelam alguns aspetos importantes da prática dos professores questionados. Estes não fazem heteroavaliação entre colegas nem organizam o espaço da sala nem as atividades de modo a que os alunos, em colaboração com o professor, possam reconstruir processos, reconhecer falhas e insucessos para os integrar em novas propostas. Os professores atribuem o insucesso dos alunos a causas a estes inerentes, as dificuldades apontadas são sempre associadas a impedimentos alheios aos professores, a prestação dos docentes nunca é relevante, atribuem, na sua maioria, o insucesso a causas inerentes aos alunos, mas quando se lhes pergunta que medidas adotar para minorar esse insucesso, respondem com medidas dependentes da prestação do professor. Registou-se, ainda, que os professores recorrem muitas vezes a estratégias que não têm em consideração o ensino diferenciado e as estratégias adotadas não se modificam por estarem a lecionar cursos profissionais.
Os professores com menos anos de serviço fazem menos formação, os restantes que a fazem, não a realizam sistematicamente, mas apenas quando precisam dos créditos para progressão na carreira. Em geral, não fazem formação contínua e só 14% dos inquiridos fizeram formação especificamente em cursos profissionais.
Face aos resultados obtidos é imprescindível que os professores mudem os seus comportamentos em benefício do ensino profissional. A escola deve, também, criar mecanismos de valorização dos cursos profissionais não esquecendo a formação de professores que deve ser adequada às exigências deste tipo de cursos.
Em suma, para se atingir o espírito que presidia à sua implementação, há ainda um longo caminho a percorrer no que diz respeito ao ensino profissional na escola pública.
In 2004/05, during the Secondary Education reform in Portugal, the professionaltargeted education became fully integrated in the Secondary Education framework. This generates the purpose of our research study: do teachers plan both the objectives and didactic strategies according to this student’s specific category and to the behavioural profile of the candidates? This problem-based study led to the design of the structure of this research work. The method used to access a putative final answer was a written enquiry and a request-toanswer to 48 teachers, who are involved in teaching courses to students in a variety of professional-targeted syllabus. The school elected for the study maps in the border of the district of Almada. Teachers in the sample under study neither do heteroevaluation among colleagues nor set-up the class room or the class activities. This educational attitude block the work that should be done: to rebuild behaviours, to recognize errors and lack of success in order to integrate them into new proposals. Teachers tag the lack of success to students’- associated reasons. The identified issues are never associated to teachers, and their own ability to teach is never a pertinent questionable factor. The lack of success is associated to students’ causes, but when they are asked what they should do to reduce such non-achievements, their proposals are linked to the teachers’ activity. It has been observed that the teachers use instruction strategies which are not in favour of a student-personalised teaching policy. In addition, their adopted strategies as a whole are not supportive of a professional-targeted syllabus. Individuals with a shorter period of time as teachers do less lifelong learning than the remaining ones, and those who do it do not schedule a lifelong-learning plan but they only attend workshops when they have to acquire specific credits to be transferred to an upper career level. Usually, teachers do not perform lifelong learning and just 14% of those enquired attended workshops focused on professional-targeted education. According to the obtained data, it is of utmost importance that teachers change their conduct in support of the professional-targeted education. With the same reasoning, the schools ought to create mechanisms to strengthen such type of education and, at the same time, to reinforce a lifelong-learning plan for the teachers, which must be specifically designed to such syllabus. In summary, there is still a long avenue to be crossed to be able to achieve the aims initially proposed for the professional-targeted education policy in the public school in Portugal.
In 2004/05, during the Secondary Education reform in Portugal, the professionaltargeted education became fully integrated in the Secondary Education framework. This generates the purpose of our research study: do teachers plan both the objectives and didactic strategies according to this student’s specific category and to the behavioural profile of the candidates? This problem-based study led to the design of the structure of this research work. The method used to access a putative final answer was a written enquiry and a request-toanswer to 48 teachers, who are involved in teaching courses to students in a variety of professional-targeted syllabus. The school elected for the study maps in the border of the district of Almada. Teachers in the sample under study neither do heteroevaluation among colleagues nor set-up the class room or the class activities. This educational attitude block the work that should be done: to rebuild behaviours, to recognize errors and lack of success in order to integrate them into new proposals. Teachers tag the lack of success to students’- associated reasons. The identified issues are never associated to teachers, and their own ability to teach is never a pertinent questionable factor. The lack of success is associated to students’ causes, but when they are asked what they should do to reduce such non-achievements, their proposals are linked to the teachers’ activity. It has been observed that the teachers use instruction strategies which are not in favour of a student-personalised teaching policy. In addition, their adopted strategies as a whole are not supportive of a professional-targeted syllabus. Individuals with a shorter period of time as teachers do less lifelong learning than the remaining ones, and those who do it do not schedule a lifelong-learning plan but they only attend workshops when they have to acquire specific credits to be transferred to an upper career level. Usually, teachers do not perform lifelong learning and just 14% of those enquired attended workshops focused on professional-targeted education. According to the obtained data, it is of utmost importance that teachers change their conduct in support of the professional-targeted education. With the same reasoning, the schools ought to create mechanisms to strengthen such type of education and, at the same time, to reinforce a lifelong-learning plan for the teachers, which must be specifically designed to such syllabus. In summary, there is still a long avenue to be crossed to be able to achieve the aims initially proposed for the professional-targeted education policy in the public school in Portugal.
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Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, FORMAÇÃO CONTÍNUA, FORMAÇÃO DE PROFESSORES, EDUCATION, CONTINUING EDUCATION, TEACHERS EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, SUPERVISÃO PEDAGÓGICA, PEDAGOGICAL SUPERVISION, GESTÃO CURRICULAR, CURRICULAR MANAGEMENT, DESENVOLVIMENTO PROFISSIONAL, PROFESSIONAL DEVELOPMENT