Da intencionalidade de um modelo de formação à sua concretização num Centro de Formação do Algarve
Miniatura indisponível
Data
2012
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O presente estudo incide sobre a formação contínua de professores e foi
desenvolvido partindo do princípio de que o desempenho dos professores é uma questão
central da qual, em grande parte, depende a qualidade da educação. A formação do pessoal
docente deve, pois, para além da formação inicial, incluir uma adequada formação contínua,
pois se trata de uma carreira profissional que se desenvolve ao longo de algumas décadas
na vida de um adulto. A formação contínua deve capacitar os professores para os novos
desafios que o Sistema lhes vai colocando, preparando-os para dar resposta às mais
diversas solicitações.
Optámos por averiguar a concretização, num Centro de Formação do Algarve, do
Modelo de Formação Contínua de professores em vigor em Portugal, a partir da sua versão
original de 1992 (DL n.º 249/92, de 9 de Novembro), comparando essa concretização com o
modelo instituído. Realizámos esse estudo num Centro de Formação de Associação de
Escolas, numa zona periférica, distante dos grandes centros urbanos, para melhor identificar
as dissemelhanças entre o modelo e a sua concretização.
O nosso estudo é de natureza essencialmente qualitativa e tem como quadro
teórico de referência o Ciclo de Políticas Educativas, tal como foi proposto por Bowe e Ball
(1992).
A questão de partida para o estudo foi assim formulada: Como foi concretizado o
Modelo de Formação Contínua, no Centro de Formação de Professores das escolas do
concelho de LLX, entre 1992 e 2007, e de que modo a concretização se ajustou à
concepção do modelo.
Os resultados do estudo responderam a alguns dos objectivos previamente
definidos. O estudo aponta, entre outros resultados, que os desvios entre as intenções do
modelo de formação contínua e a sua concretização foram essencialmente de natureza
estrutural, tendo sido identificadas algumas causas: ligação à carreira / créditos;
financiamento; ausência de estratégia nacional; prioridades nacionais / prioridades locais;
ausência de pilotagem / avaliação; ausência de um sistema de formação de formadores;
centralização de procedimentos no Conselho Científico-Pedagógico da Formação Contínua
This study which focuses on teachers’ continuous training, was developed assuming that teachers’ performance is a central question that depends on the quality of education. Training teachers should, then, in additional to their initial training, include an appropriate continuous training, for it is a career that is developed over several decades in an adult lifetime. Continuous training should enable teachers for the new challenges that the system will put them, preparing them to respond to several demands. We have chosen to investigate the implementation of models of teachers’ continuous training in effect in Portugal, from its 1992 original version (Decree No. 249/92, November 9), and comparing that realization to the established model. We carried out this study in a Training Centre Association of Schools, a peripheral area, far from large urban centers, to better identify the dissimilarities between the model and its implementation. Our study is essentially qualitative in nature and it has the theoretical reference framework of the educational cycle, as proposed by Ball and Bowe (1992). The point of departure for the study was formulated as follows: How was the Model of Continuous Training implemented at the Teachers’ Training Center of schools in LLX County, between 1992 and 2007, and how this implementation fits the model design. The results of this study answered some of the previously defined targets. The study shows, among other results, that the deviations between the intents of the training model and its implementation were mainly structural in nature, some causes have been identified: career connection / credits, financing, lack of national strategy, national priorities / local priorities, lack of pilot / evaluation, absence of a system of training of trainers; centralization of procedures in the Council of Scientific and Pedagogical training Unit.
This study which focuses on teachers’ continuous training, was developed assuming that teachers’ performance is a central question that depends on the quality of education. Training teachers should, then, in additional to their initial training, include an appropriate continuous training, for it is a career that is developed over several decades in an adult lifetime. Continuous training should enable teachers for the new challenges that the system will put them, preparing them to respond to several demands. We have chosen to investigate the implementation of models of teachers’ continuous training in effect in Portugal, from its 1992 original version (Decree No. 249/92, November 9), and comparing that realization to the established model. We carried out this study in a Training Centre Association of Schools, a peripheral area, far from large urban centers, to better identify the dissimilarities between the model and its implementation. Our study is essentially qualitative in nature and it has the theoretical reference framework of the educational cycle, as proposed by Ball and Bowe (1992). The point of departure for the study was formulated as follows: How was the Model of Continuous Training implemented at the Teachers’ Training Center of schools in LLX County, between 1992 and 2007, and how this implementation fits the model design. The results of this study answered some of the previously defined targets. The study shows, among other results, that the deviations between the intents of the training model and its implementation were mainly structural in nature, some causes have been identified: career connection / credits, financing, lack of national strategy, national priorities / local priorities, lack of pilot / evaluation, absence of a system of training of trainers; centralization of procedures in the Council of Scientific and Pedagogical training Unit.
Descrição
Orientação: Rosa Serradas Duarte
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO CONTÍNUA, FORMAÇÃO DE PROFESSORES, POLÍTICA EDUCATIVA, NECESSIDADES DE FORMAÇÃO, MODELOS DE FORMAÇÃO, ESTUDOS DE CASO, EDUCATION, CONTINUING EDUCATION, TEACHERS EDUCATION, EDUCATIONAL POLICY, TRAINING NEEDS, TRAINING MODELS, CASE STUDIES