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Advisor(s)
Abstract(s)
Neste estudo pretende conhecer os contributos atribuídos pelas educadoras
cooperantes de estágios à formação contínua em Supervisão.
Com base na problemática do estudo procurámos saber quais as conceções dos
educadores de infância cooperantes sobre o seu papel enquanto supervisores e que
aspetos consideram essenciais no desenvolvimento da sua prática como supervisores de
estágio na formação inicial. Procurámos ainda identificar semelhanças e diferenças nas
conceções de práticas supervisivas dos educadores cooperantes com e sem formação
contínua em supervisão e saber de que forma o conhecimento sobre os conceitos, modelos
e práticas da supervisão por parte do educador cooperante pode potenciar o
desenvolvimento profissional do aluno e do próprio educador cooperante.
A revisão de literatura esteve centrada sobretudo na Formação de Professores, na
Supervisão e no Desenvolvimento Profissional Docente. As opções metodológicas foram
de natureza qualitativa, centradas no paradigma interpretativo, numa abordagem descritiva
e com enfoque no processo vivido pelas participantes. Foram realizadas seis entrevistas
semiestruturadas a educadoras de infância cooperantes de uma instituição de formação,
três das quais com uma breve formação em Supervisão, A análise dos resultados foi
realizada através da análise de conteúdo, cujos resultados contribuem para o
reconhecimento da formação em supervisão dos educadores cooperantes como fator
facilitador de um acompanhamento das práticas mais rigoroso e fundamentado em
estratégias que promovam efetivamente a aprendizagem dos alunos estagiários.
Abstract This study aims to acknowledge the contributions assigned by cooperating kindergarten teachers of internships in regards to the continuous training in Supervision. Based on the study’s problem, we sought to determine what are the cooperating kindergarten teachers’ conceptions regarding their role as supervisors and what aspects are considered essential by cooperating kindergarten teachers during the development of their practice as trainee supervisors in initial guidance. Furthermore, we also sought to identify what similarities and differences exist in the conceptions and reports of supervises practices of cooperating kindergarten teachers with and without continuous training in supervision and ascertain how the knowledge about concepts, models and practices of supervision by the cooperating kindergarten teacher can enhance the professional development of the student and the own cooperating kindergarten teacher. The literature review was mainly focused on Teacher Training, Supervision and Professional Teacher Development. The methodological options were of qualitative nature, centered around the interpretative paradigm, in a descriptive approach and focus on the process lived by the participants. Six semi-structured interviews to cooperating kindergarten teachers were carried out, three of which had a brief training in Supervision. The analysis of the results was performed through content analysis, and results contribute to recognize the training in supervision as an ease factor of a stricter practice monitoring based on strategies that effectively promote the learning of the internship students.
Abstract This study aims to acknowledge the contributions assigned by cooperating kindergarten teachers of internships in regards to the continuous training in Supervision. Based on the study’s problem, we sought to determine what are the cooperating kindergarten teachers’ conceptions regarding their role as supervisors and what aspects are considered essential by cooperating kindergarten teachers during the development of their practice as trainee supervisors in initial guidance. Furthermore, we also sought to identify what similarities and differences exist in the conceptions and reports of supervises practices of cooperating kindergarten teachers with and without continuous training in supervision and ascertain how the knowledge about concepts, models and practices of supervision by the cooperating kindergarten teacher can enhance the professional development of the student and the own cooperating kindergarten teacher. The literature review was mainly focused on Teacher Training, Supervision and Professional Teacher Development. The methodological options were of qualitative nature, centered around the interpretative paradigm, in a descriptive approach and focus on the process lived by the participants. Six semi-structured interviews to cooperating kindergarten teachers were carried out, three of which had a brief training in Supervision. The analysis of the results was performed through content analysis, and results contribute to recognize the training in supervision as an ease factor of a stricter practice monitoring based on strategies that effectively promote the learning of the internship students.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do Grau de Mestre em Supervisão em Educação
Keywords
Formação de professores Supervisão Desenvolvimento profissional Docência Prática pedagógica Teacher training Supervision Professional development Teaching Pedagogical practice
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa