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Abstract(s)
O estudo apresentado desenvolveu-se através de um projeto de intervenção que foi implementado durante ano letivo de 2013/2014 e decorreu segundo uma metodologia de supervisão clínica entre duas professoras de Ciências Naturais, 9.º ano. O principal objetivo foi saber se um processo de supervisão interpares, levado a efeito em contexto profissional, pode ser percecionado pelos professores como um contributo para a melhoria das práticas curriculares. Inicialmente, foram realizadas entrevistas, a partir das quais se desenvolveu um processo formativo sobre supervisão clínica. Posteriormente, iniciou-se o processo de supervisão com três ciclos supervisivos, sendo o principal instrumento de recolha de dados a observação participante. Por último efetuaram-se entrevistas finais. Todos os dados recolhidos foram alvo de análise de conteúdo categorial.
Da análise e interpretação dos dados, foi possível concluir que as dificuldades identificadas no início se relacionavam com a gestão curricular, tendo em conta a extensão do currículo e compartimentação de conteúdos e não deixando espaço para a aprendizagem de procedimentos e atitudes experimentais. A nível de mudanças experimentadas durante o processo de supervisão clínica, verificou-se a criação de ambientes de aprendizagem mais dinâmicos e inovadores, mais direcionados para as formas de aprendizagem dos alunos. O processo de supervisão clínica permitiu identificar melhor os problemas e encontrar soluções contextualizadas e estruturadas através do diálogo e reflexão interpares. Foram realçados os aspetos da colaboração paritária, partilha de saberes e dificuldades como facilitadores do processo. Destacou-se como constrangimento do processo o tempo de duração das reuniões do processo de supervisão. As docentes participantes consideraram que o processo de supervisão clínica foi um contributo para o seu desenvolvimento profissional, tendo abandonado algumas ideias-feitas sobre formas de desenvolvimento curricular e sugeriram que poderia ser alargado à sua área disciplinar ou outros departamentos.
ABSTRACT This study was developed through an Intervention Project which was implemented during the school year of 2013/2014 and it was based in the clinic supervision methodology between two 9th grade Science teachers. The main goal was to find out if a peer supervision process, carried out in a professional context, could be perceived by the teachers as a contribution to improve their curricular practices. We begin by conducting interviews from which has developed a process of training in clinical supervision. After, we implemented the clinical supervision model, with three cycles of supervision, using participant observation as the main instrument of data collection. The process ended with the application of final interviews. All the collected data was analyzed and interpreted using the categorical content analysis. With the analysis and interpretation of the collected data it was possible to conclude that first the participating teachers considered that the difficulties were related with curriculum management and motivated by the extension of the curriculum content and the content compartmentalization, which makes the development of learning procedures and experimental attitudes more difficult. About the main changes experienced during the clinical supervision process, was found that the new learning environments were more dynamic, innovative and students’ oriented approaches. The process of clinical supervision allowed the teachers to better identify the problems and develop more contextualized and structured strategies through peer dialogue and reflection. Aspects of peer collaboration, sharing of knowledge and difficulties as facilitators of the process were highlighted. The main constraint was the length of the supervision clinical meetings, but the participating teachers felt that the process of clinical supervision was a contribution to their professional development allowing them to abandon some preconceived ideas about curriculum management, and stated that it should be extended to their subject area or other departments.
ABSTRACT This study was developed through an Intervention Project which was implemented during the school year of 2013/2014 and it was based in the clinic supervision methodology between two 9th grade Science teachers. The main goal was to find out if a peer supervision process, carried out in a professional context, could be perceived by the teachers as a contribution to improve their curricular practices. We begin by conducting interviews from which has developed a process of training in clinical supervision. After, we implemented the clinical supervision model, with three cycles of supervision, using participant observation as the main instrument of data collection. The process ended with the application of final interviews. All the collected data was analyzed and interpreted using the categorical content analysis. With the analysis and interpretation of the collected data it was possible to conclude that first the participating teachers considered that the difficulties were related with curriculum management and motivated by the extension of the curriculum content and the content compartmentalization, which makes the development of learning procedures and experimental attitudes more difficult. About the main changes experienced during the clinical supervision process, was found that the new learning environments were more dynamic, innovative and students’ oriented approaches. The process of clinical supervision allowed the teachers to better identify the problems and develop more contextualized and structured strategies through peer dialogue and reflection. Aspects of peer collaboration, sharing of knowledge and difficulties as facilitators of the process were highlighted. The main constraint was the length of the supervision clinical meetings, but the participating teachers felt that the process of clinical supervision was a contribution to their professional development allowing them to abandon some preconceived ideas about curriculum management, and stated that it should be extended to their subject area or other departments.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação - Especialização em Supervisão em Educação
Keywords
Supervisão interpares Gestão curricular Desenvolvimento profissional Peer supervison Curricular management Professional development
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa