Contributo para a concretização de um novo paradigma: a formação contínua como prática de uma pedagogia de supervisão
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Data
2013
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Resumo
A dinâmica social exige da escola um serviço educativo com qualidade, que responda aos seus desafios e que se antecipe pró-ativamente na resposta às suas problemáticas.
A prática da supervisão pedagógica vem trazer um valioso contributo para uma mudança de práticas, que permita que estas se transformem, constituindo-se numa mais-valia para os professores e por conseguinte, para os alunos, na concretização das suas aprendizagens.
A formação contínua de professores, como modalidade de supervisão pedagógica, desenvolvida no contexto e na ação, pode contribuir para a concretização da escola reflexiva, construtora do seu próprio saber, de acordo com as suas necessidades e problemáticas.
Este projeto pretendeu divulgar em vários agrupamentos de escolas, o conceito de supervisão pedagógica, usando sessões de formação e debate. Os resultados revelam que é possível mudar práticas, assim os professores estejam recetivos à mudança, construindo um novo paradigma de formação, uma nova cultura de práticas, em suma, uma nova pedagogia: uma pedagogia de supervisão.
Para a concretização de uma pedagogia de supervisão torna-se necessário que as lideranças e os professores, em uníssono, não resistam à mudança e se permitam construir sinergias, potenciadoras de um serviço educativo de qualidade, no exercício de uma profissionalidade salutar.
Social dynamics demands from school a qualitative service that may respond to its challenges and is capable of reacting proactively and anticipatively to its difficulties. Pedagogical supervision practice brings a valuable contribution to the altering school practices that allows the latter to be modified and thus to become an asset for teachers and consequently for the students in their learning achievement. Teachers’ in-service education being as it is a kind of pedagogical supervision, provided it is implemented in context and through action, may contribute to the creation of a reflective school that builds its own knowledge accordingly to the needs and difficulties of all its inhabitant/always having in mind the needs and difficulties of … . The current research project aimed at unveiling the concept of pedagogical supervision in different groups of schools by means of teacher education meetings and debate. Provided teachers are receptive to change, the data show that practices can be altered through a new teacher education model, a new culture of practices, in short, by means of a new pedagogy – the pedagogy of supervision. In order to achieve this pedagogy of supervision both teachers and leaders should be open to change and able to set up synergies that promote a qualitative educating service, which is feasible by means of a thoughtful professionalism.
Social dynamics demands from school a qualitative service that may respond to its challenges and is capable of reacting proactively and anticipatively to its difficulties. Pedagogical supervision practice brings a valuable contribution to the altering school practices that allows the latter to be modified and thus to become an asset for teachers and consequently for the students in their learning achievement. Teachers’ in-service education being as it is a kind of pedagogical supervision, provided it is implemented in context and through action, may contribute to the creation of a reflective school that builds its own knowledge accordingly to the needs and difficulties of all its inhabitant/always having in mind the needs and difficulties of … . The current research project aimed at unveiling the concept of pedagogical supervision in different groups of schools by means of teacher education meetings and debate. Provided teachers are receptive to change, the data show that practices can be altered through a new teacher education model, a new culture of practices, in short, by means of a new pedagogy – the pedagogy of supervision. In order to achieve this pedagogy of supervision both teachers and leaders should be open to change and able to set up synergies that promote a qualitative educating service, which is feasible by means of a thoughtful professionalism.
Descrição
Orientação: Maria João Sampaio de Carvalho Borges Lobo do Amaral
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ESCOLAS, PROFESSORES, FORMAÇÃO CONTÍNUA, SUPERVISÃO PEDAGÓGICA, PRÁTICAS PEDAGÓGICAS, EDUCATION, SCHOOLS, TEACHERS, CONTINUING EDUCATION, PEDAGOGICAL SUPERVISION, PEDAGOGICAL PRACTICES