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Aprender e ensinar : um estudo de caso sobre o processo de supervisão na formação inicial de professores
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Orientador(es)
Resumo(s)
Este trabalho de investigação tem por objetivo estudar de que modo se concretiza
o processo supervisivo de natureza reflexiva na formação inicial de professores.
Durante nossa revisão da literatura, procuramos referenciais relativos à formação
de professores, ao estágio pedagógico, à pratica reflexiva e à supervisão pedagógica.
O estudo insere-se no paradigma interpretativo, desenvolvendo-se através de
uma metodologia qualitativa e de abordagem descritiva. Os dados foram recolhidos entre
2018 e 2019 apoiados em documentos e entrevistas, sendo que após a análise do conteúdo,
efetuou-se a triangulação de dados. Participaram do estudo dois estudantes, um
orientador universitário e um orientador cooperante de instituições educativas de Lisboa.
Os resultados nos permitiram concluir que o processo supervisivo de natureza
reflexiva pode se concretizar num curso de formação de professores de diversas maneiras:
através da reflexão individual ou coletiva, por meio do incentivo à cultura colaborativa,
pela criação de oportunidades de aprendizagem em grupo, no estímulo à gestão de
projetos educativos, na fomentação à pesquisa, entre outros.
Pudemos inferir também que orientadores com boa capacidade de reflexão
podem contribuir de maneira significativa para que o processo de supervisão seja mais
eficiente no intuito de alcançar uma aprendizagem de caráter reflexivo.
Ao tentarmos verificar de que modo as práticas reflexivas progridem e efetivam se dentro de um núcleo de estágio pedagógico, conseguimos observar que algumas
estratégias são determinantes, entre elas: (i) criar um Guia de Estágio bem elaborado que
apresente um forte viés de formação reflexiva; (ii) estruturar o estágio de maneira que as
atividades solicitadas propiciem a reflexão; (iii) investir numa avaliação formativa; (iv)
estimular a partilha de aprendizagens entre pares e (v) orientar os estudantes no sentido
de elaborar um projeto de investigação. Pudemos desta forma constatar que este tipo de
abordagem leva os alunos à uma prática reflexiva, e, consequentemente, à uma
aprendizagem que possibilita a formação de um professor capaz de refletir sobre suas
ações, seus posicionamentos, suas decisões, assim como sua capacidade de aprender e de
ensinar.
This research aims to study how reflective supervision materializes in the initial teacher training. During our review of the literature, we looked for references related to teacher training, pedagogical internship, reflective practice, and pedagogical supervision. The study is part of the interpretive paradigm and was developed through a qualitative methodology and a descriptive approach. Data were collected between 2018 and 2019 and were supported by documents and interviews, and after content analysis, data triangulation was carried out. Two students, a university advisor and a cooperative advisor from educational institutions in Lisbon participated in the study. The results allowed us to conclude that reflective supervision can materialize in a teacher training course in several ways: Through individual or collective reflection, through the encouragement of collaborative culture, through the creation of group learning opportunities, through the encouragement of educational project management, and through the promotion of research, among others. We were also able to infer that supervisors with a good capacity for reflection can make a significant contribution so that the supervision process is more efficient in order to achieve reflective learning. When trying to verify how reflective practices progress and take place within a pedagogical internship nucleus, we were able to observe that some strategies are decisive, among them: (i) Create a well-developed Internship Guide that presents a strong reflective training approach; (ii) structure the internship in such a way that the requested activities provide reflection; (iii) invest in a formative assessment; (iv) encourage the sharing of learning between peers and (v) guide students towards the completion of a research project. We were able to verify that this type of approach leads students to a reflective practice and, consequently, to learning that allows the formation of a teacher who is capable of reflecting on their actions, positions, and decisions, as well as on their ability to learn and to teach.
This research aims to study how reflective supervision materializes in the initial teacher training. During our review of the literature, we looked for references related to teacher training, pedagogical internship, reflective practice, and pedagogical supervision. The study is part of the interpretive paradigm and was developed through a qualitative methodology and a descriptive approach. Data were collected between 2018 and 2019 and were supported by documents and interviews, and after content analysis, data triangulation was carried out. Two students, a university advisor and a cooperative advisor from educational institutions in Lisbon participated in the study. The results allowed us to conclude that reflective supervision can materialize in a teacher training course in several ways: Through individual or collective reflection, through the encouragement of collaborative culture, through the creation of group learning opportunities, through the encouragement of educational project management, and through the promotion of research, among others. We were also able to infer that supervisors with a good capacity for reflection can make a significant contribution so that the supervision process is more efficient in order to achieve reflective learning. When trying to verify how reflective practices progress and take place within a pedagogical internship nucleus, we were able to observe that some strategies are decisive, among them: (i) Create a well-developed Internship Guide that presents a strong reflective training approach; (ii) structure the internship in such a way that the requested activities provide reflection; (iii) invest in a formative assessment; (iv) encourage the sharing of learning between peers and (v) guide students towards the completion of a research project. We were able to verify that this type of approach leads students to a reflective practice and, consequently, to learning that allows the formation of a teacher who is capable of reflecting on their actions, positions, and decisions, as well as on their ability to learn and to teach.
Descrição
Dissertação de Mestrado, Educação (Área de Especialização em Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Professores - Formação Estágios pedagógicos Prática reflexiva Supervisão pedagógica Teses de mestrado - 2021