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Advisor(s)
Abstract(s)
O presente estudo tem como tema as Necessidades de Formação Contínua de Professores do 2º e 3º ciclos do Ensino Básico. O objetivo do mesmo será analisar as suas necessidades formativas relativamente à inclusão de alunos com NEE, num determinado contexto escolar.
Estabeleceram-se ainda objetivos específicos: Conhecer as necessidades de formação de professores para a inclusão, num determinado contexto; Identificar o tipo de formação contínua oferecido e frequentados pelos professores no âmbito da inclusão; Conhecer a perceção dos professores sobre a utilidade e aplicabilidade da formação nesta área. Para responder aos objetivos, desenvolveu-se um estudo qualitativo, recorrendo a entrevistas semi-diretivas a sete professores com formação de base em ensino do 2º e 3º ciclo.
Os resultados mostram que, para os docentes entrevistados, as necessidades relativas à inclusão dos alunos com NEE não são essencialmente necessidades de formação, mas necessidades de melhoria na organização da escola. Apesar disso, consideram que a formação contínua é relevante e útil para a melhoria da prática profissional, desde que seja ajustada a cada contexto e às necessidades. Neste sentido, sugerem modalidades de formação com uma forte vertente prática e que favoreçam a troca de experiências entre docentes.
ABSTRACT This study has as its theme the Needs of Continuing Education for Teachers of the 2nd and 3rd cycles of Basic Education. The objective of the same will be to analyze the teacher’s training needs regarding the inclusion of students with SNE, in a given school context. Specific objectives were also established: To know the training needs of teachers for inclusion, in a given context; Identify the type of continuous training offered and attended by teachers in the scope of inclusion; Know the teachers' perception about the usefulness and applicability of training in this area. To meet the objectives, a qualitative study was developed, using semi-directive interviews with seven teachers with basic training in 2nd and 3rd cycle teaching. The results show that, for the teachers interviewed, the needs related to the inclusion of students with SNE are not essentially training needs of teachers, but needs to improve the organization of the school. Despite this, they consider that continuous training is relevant and useful for improving professional practice, as long as it is adjusted to each context and needs. In this sense, they suggest training modalities with a strong practical aspect and that favor the exchange of experiences between teachers.
ABSTRACT This study has as its theme the Needs of Continuing Education for Teachers of the 2nd and 3rd cycles of Basic Education. The objective of the same will be to analyze the teacher’s training needs regarding the inclusion of students with SNE, in a given school context. Specific objectives were also established: To know the training needs of teachers for inclusion, in a given context; Identify the type of continuous training offered and attended by teachers in the scope of inclusion; Know the teachers' perception about the usefulness and applicability of training in this area. To meet the objectives, a qualitative study was developed, using semi-directive interviews with seven teachers with basic training in 2nd and 3rd cycle teaching. The results show that, for the teachers interviewed, the needs related to the inclusion of students with SNE are not essentially training needs of teachers, but needs to improve the organization of the school. Despite this, they consider that continuous training is relevant and useful for improving professional practice, as long as it is adjusted to each context and needs. In this sense, they suggest training modalities with a strong practical aspect and that favor the exchange of experiences between teachers.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial
Keywords
Formação contínua de professores Necessidades de formação Necessidades educativas especiais Inclusão Teacher training Inclusion Need analysis Special needs education Special education teachers Regular education
Citation
Gonçalves, S. A. P. (2021). Necessidades de formação contínua de professores do segundo e terceiro ciclo do Ensino Básico face à inclusão (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13042
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa