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Contributos da metodologia de trabalho de projeto para o desenvolvimento profissional dos professores do 1.º ciclo do ensino básico
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Durante o seu percurso académico na formação inicial, os futuros professores entram em contacto com metodologias ativas de ensino diversificadas, tais como a Metodologia de Trabalho de Projeto, que contrastam com o tipo de metodologias essencialmente centradas no professor, que experienciaram na sua escolaridade. Devido ao confronto com as suas experiências pessoais, os estudantes demonstram algumas dificuldades na apropriação e implementação destas metodologias durante a sua prática de ensino supervisionada e nos primeiros anos de serviço docente, enquanto professores.
Este estudo tem como objetivo perceber de que modo a Metodologia de Trabalho de Projeto, abordada na formação inicial, se reflete nas práticas e no desenvolvimento profissional dos professores do 1.º Ciclo do Ensino Básico, já que se traduz numa metodologia contrastante com as conceções dos estudantes em formação inicial e promotora do desenvolvimento de competências e aprendizagens dos alunos. Procura perceber a natureza e aplicação da abordagem desta metodologia na formação inicial, de que forma os futuros professores e professores em início de carreira a mobilizam no contexto das suas práticas educativas e quais os contributos para o seu desenvolvimento profissional.
O estudo utiliza uma abordagem metodológica qualitativa e situa-se no paradigma interpretativo-fenomenológico, utilizando o design de estudo de caso múltiplo. As principais técnicas de recolha de dados são a entrevista semiestruturada, a entrevista em grupo focal e a análise documental.
Os resultados mostram que as instituições de ensino superior se preocupam com a integração da Metodologia de Trabalho de Projeto na formação inicial de professores, embora a sua abordagem seja insuficiente para que os futuros professores e professores em início de carreira a implementem nas suas práticas educativas com confiança. Revelam também a necessidade de um maior acompanhamento das instituições durante a fase de indução dos professores, de modo a apoiar os mesmos durante os constrangimentos desta etapa, incentivando a utilização de metodologias ativas de ensino e contribuindo para uma fase inicial do seu desenvolvimento profissional.
During their academic path in initial teacher education programs, future teachers come into contact with diversified active teaching methods, such as Project-based learning, which contrast with the essentially teacher-centred type of methods they have experienced in their own schooling. Due to the contrast with their personal experiences, students demonstrate some difficulties in the appropriation and implementation of these methods during their supervised teaching practice and in the first years of teaching ervice, as teachers. This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. It seeks to understand the nature and application of this method in initial teacher education programs, how future teachers and beginning teachers mobilize it in the context of their educational practices and what are the contributions to their professional development. The study uses a qualitative methodological approach and is situated in the interpretive-phenomenological paradigm, using a multiple case study design. The main data collection techniques are semi-structured interviews, focus group interviews and document analysis. The results show that higher education institutions are concerned with the integration of Project-based learning in initial teacher education programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence in their educational practices. Data also reveal the need for greater monitoring by initial teacher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.
During their academic path in initial teacher education programs, future teachers come into contact with diversified active teaching methods, such as Project-based learning, which contrast with the essentially teacher-centred type of methods they have experienced in their own schooling. Due to the contrast with their personal experiences, students demonstrate some difficulties in the appropriation and implementation of these methods during their supervised teaching practice and in the first years of teaching ervice, as teachers. This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. It seeks to understand the nature and application of this method in initial teacher education programs, how future teachers and beginning teachers mobilize it in the context of their educational practices and what are the contributions to their professional development. The study uses a qualitative methodological approach and is situated in the interpretive-phenomenological paradigm, using a multiple case study design. The main data collection techniques are semi-structured interviews, focus group interviews and document analysis. The results show that higher education institutions are concerned with the integration of Project-based learning in initial teacher education programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence in their educational practices. Data also reveal the need for greater monitoring by initial teacher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.
Descrição
Palavras-chave
Metodologia de Trabalho de Projeto formação inicial de professores prática de ensino supervisionada indução na carreira docente desenvolvimento profissional Project-based learning initial teacher education supervised teaching practice teacher induction professional development