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Advisor(s)
Abstract(s)
Este artigo apresenta a identificação de três perfis exploratórios de padrões de práticas
reflexivas de 115 estudantes-estagiários/as que frequentam os mestrados de formação de
educadores/as de infância e professores/as do 1º e do 2º ciclo do ensino básico, em Portugal
continental, em relação à prática de ensino supervisionada (PES). Os dados apresentados,
resultantes da análise estatística baseada na análise de correspondências múltiplas (ACM),
permitem identificar dois perfis diferenciados pelo impacto das reflexões escritas durante a
PES e respetiva justificação, pelo subsistema de ensino superior que frequentam, pela natureza
jurídica do subsistema e pelos modelos adotados, bem como um terceiro grupo diferenciado
pelo modelo pedagógico adotado e pelo subsistema frequentado.
Abstract This article presents three exploratory profiles of reflexive practices from a sample of 115 student-trainees who attend teacher training masters programs in early childhood education and in teaching 1st and 2nd cycle of basic education, in mainland Portugal, regarding prática de ensino supervisionada (PES) [supervised teaching practice]. The data presented comes from the statistical analysis based on análise de correspondências múltiplas (ACM) [multiple correspondence analysis]. It allows to identify two profiles set apart by the impact of the reflections written during STP and their respective justification based on the subsystem of higher education they attend, the legal nature of the subsystem and the adopted models. The data also differentiated a third group based on the pedagogical model adopted and the subsystem.
Abstract This article presents three exploratory profiles of reflexive practices from a sample of 115 student-trainees who attend teacher training masters programs in early childhood education and in teaching 1st and 2nd cycle of basic education, in mainland Portugal, regarding prática de ensino supervisionada (PES) [supervised teaching practice]. The data presented comes from the statistical analysis based on análise de correspondências múltiplas (ACM) [multiple correspondence analysis]. It allows to identify two profiles set apart by the impact of the reflections written during STP and their respective justification based on the subsystem of higher education they attend, the legal nature of the subsystem and the adopted models. The data also differentiated a third group based on the pedagogical model adopted and the subsystem.
Description
Keywords
Prática de ensino Supervisão Educação básica Ensino Superior Practice teaching Supervision Basic education Higher education
Citation
Tomás, Catarina, & Gonçalves, Carolina. (2019). Perfis de estagiários na prática de ensino supervisionada em Portugal. Cadernos de Pesquisa, 49(174), 168-181. Epub December 09, 2019.https://dx.doi.org/10.1590/198053146432
Publisher
Fundação Carlos Chagas