Contributo das dinâmicas das práticas de ensino supervisionadas para a transformação das práticas docentes na ascola
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2024
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University of Lusophone Humanities and Technology
Resumo
Contexto e Objetivo: No contexto da formação de professores, nos Mestrados de Didática do Ensino, em particular na unidade curricular de Iniciação à Prática Profissional, os mestrandos, Estudantes da Prática de Ensino Supervisionada exercem essa prática no terreno, com os Professores Orientadores Cooperantes. É dada uma especial relevância às evidências recolhidas em sala de aula, pelo que se coloca em destaque a formação centrada na prática, a cultura de investigação, a colaboração, e ainda a qualidade da supervisão pedagógica. Sendo uma prática de colaboração, implica um crescimento mútuo e por essa razão, levantamos a seguinte questão “Qual o contributo das dinâmicas das práticas de Ensino Supervisionadas para a transformação das práticas docentes na escola?” A partir da questão formulada temos os seguintes objetivos: 1) Analisar possíveis contributos das práticas dos formandos na (trans)formação das práticas docentes dos professores experientes da escola. 2) Analisar o impacto do desempenho das funções de orientador cooperante no seu desenvolvimento profissional. 3) Compreender o contributo da componente de investigação durante a formação inicial dos professores. Método: desenvolveu-se uma investigação qualitativa interpretativa e fenomenológica, tendo sido os entrevistados inquiridos no ambiente escolar. Os dados foram recolhidos através do inquérito por entrevista a dez professores em formação, na fase final do estágio, e a nove Professores Orientadores Cooperantes pertencentes a cinco escolas. Resultados: As expressões mais frequentes dos Professores Orientadores Cooperantes e os Professores em formação em relação aos modelos e estilos supervisivos, são “diálogo”, “reflexão” e “colaboração”. A colaboração é também uma expressão muito focada, tanto pelos professores orientadores cooperantes, como pelos formandos. Conclusão: A elevada frequência da expressão “colaboração” realça a pertinência deste pressuposto em todo o processo supervisivo. Os orientadores cooperantes, ao desenvolverem um trabalho colaborativo com os seus formandos conseguem retirar proveito dessa relação diádica, tanto no que toca à prática profissional do formando como ao desempenho das suas funções como professor, esse benefício reflete-se em toda a comunidade, contribuindo para o crescimento profissional do Professor Orientador Cooperante.
Context and Objective: In the context of teacher training, in the Masters in Teaching Didactics, in particular in the curricular unit of Initiation to Professional Practice, the Masters students, Supervised Teaching Practice Students, carry out this practice in the field, with the Cooperating Guidance Teachers. Special importance is given to the evidence gathered in the classroom, which is why training centered on practice, a culture of research, collaboration and the quality of teaching supervision are highlighted. As it is a collaborative practice, it implies mutual growth and for this reason we raised the following question: “What is the contribution of the dynamics of supervised teaching practices to the transformation of teaching practices at school?” Based on this question, we have the following objectives: 1) To analyze the possible contributions of the trainees’ practices in the (trans)formation of the teaching practices of the experienced teachers at the school. 2) To analyze the impact of the performance of the cooperating supervisor’s duties on their professional development. 3) To understand the contribution of the research component during initial teacher training. Method: An interpretative and phenomenological qualitative study was carried out, with the interviewees being interviewed in the school environment. Data was collected by interviewing ten trainee teachers at the end of their internship and nine Cooperating Guidance Teachers from five schools. Results: The most frequent expressions of the Cooperating Guidance Teachers and the trainee teachers in relation to supervisory models and styles are “dialog”, “reflection” and “collaboration”. Collaboration is also an expression that both cooperating supervising teachers and trainees focus on. Conclusion: The high frequency of the expression “collaboration” highlights the relevance of this assumption throughout the supervisory process. When cooperating supervisors work collaboratively with their trainees, they benefit from this dyadic relationship, both in terms of the trainee’s professional practice and the performance of their duties as a teacher, and this benefit is reflected throughout the community, contributing to the professional growth of the Cooperating Supervising Teacher.
Context and Objective: In the context of teacher training, in the Masters in Teaching Didactics, in particular in the curricular unit of Initiation to Professional Practice, the Masters students, Supervised Teaching Practice Students, carry out this practice in the field, with the Cooperating Guidance Teachers. Special importance is given to the evidence gathered in the classroom, which is why training centered on practice, a culture of research, collaboration and the quality of teaching supervision are highlighted. As it is a collaborative practice, it implies mutual growth and for this reason we raised the following question: “What is the contribution of the dynamics of supervised teaching practices to the transformation of teaching practices at school?” Based on this question, we have the following objectives: 1) To analyze the possible contributions of the trainees’ practices in the (trans)formation of the teaching practices of the experienced teachers at the school. 2) To analyze the impact of the performance of the cooperating supervisor’s duties on their professional development. 3) To understand the contribution of the research component during initial teacher training. Method: An interpretative and phenomenological qualitative study was carried out, with the interviewees being interviewed in the school environment. Data was collected by interviewing ten trainee teachers at the end of their internship and nine Cooperating Guidance Teachers from five schools. Results: The most frequent expressions of the Cooperating Guidance Teachers and the trainee teachers in relation to supervisory models and styles are “dialog”, “reflection” and “collaboration”. Collaboration is also an expression that both cooperating supervising teachers and trainees focus on. Conclusion: The high frequency of the expression “collaboration” highlights the relevance of this assumption throughout the supervisory process. When cooperating supervisors work collaboratively with their trainees, they benefit from this dyadic relationship, both in terms of the trainee’s professional practice and the performance of their duties as a teacher, and this benefit is reflected throughout the community, contributing to the professional growth of the Cooperating Supervising Teacher.
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EDUCATION, TEACHERS EDUCATION, PEDAGOGICAL SUPERVISION, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, SUPERVISÃO PEDAGÓGICA, Revista Lusófona de Educação nr63 (2024)
Citação
Carmo, A & Salis, G 2024, 'Contributo das dinâmicas das práticas de ensino supervisionadas para a transformação das práticas docentes na ascola', Revista Lusófona de Educação, vol. 63, no. 63, pp. 49-61. https://doi.org/10.60543/issn.1645-7250.rle63.03