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O contributo das dinâmicas das práticas de ensino supervisionadas para a transformação das práticas docentes na escola : um estudo na Área Metropolitana de Lisboa
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De acordo com as novas tendências da formação inicial de professores, atribui-se especial relevância às evidências recolhidas em sala de aula, pelo que se coloca em destaque a formação centrada na prática. A esta dimensão podemos acrescentar a cultura de investigação, a colaboração, e ainda a qualidade das práticas supervisionadas dos orientadores cooperantes, como outra das dimensões a incluir no processo formativo dos futuros docentes, e a desenvolver neste trabalho de investigação.
O objeto de estudo deste trabalho pretende investigar para compreender qual a potencial relevância que os processos e dinâmicas da prática de ensino supervisionada adotados no âmbito da formação inicial assumem na de professores assumem no contributo da (trans)formação das práticas docentes da escola na Área Metropolitana de Lisboa. Pressupondo que os professores em formação são portadores de novas abordagens cientificas e metodológicas, resultantes das aprendizagens no meio académico, em contexto de escola e de sala de aula, e ainda de todas as interações que daí resultam entre o professor orientador cooperante, entre o professor em inicio de carreira e o professor universitário, e entre os professor em formação e de todos os outros professores da escola.
O trabalho empírico é de natureza qualitativa fenomelógica desenvolve-se no âmbito do paradigma interpretativo e focou-se sobre dez professores em formação e nove professores orientadores cooperantes que lecionam em escolas do 2º, 3º ciclo e secundário na Área Metropolitana de Lisboa. A recolha de dados sustentou-se em entrevistas semiestruturadas tanto aos professores em formação como aos seus respetivos professores orientadores cooperantes o que nos permitiu validar os dados com alguma segurança, através do cruzamento dos registos de ambos os grupos visados neste estudo.
As conclusões desta investigação apontam-nos para a relevância da presença de professores em formação em ano de estágio nas escolas como podendo ser uma força motora para alavancar a (trans)formação das práticas docentes, graças às dinâmicas inovadoras que implementam dentro e fora da sala, decorrentes de um olhar renovado nas abordagens sobre os conhecimentos científicos e práticas de ensino.
According to the new trends of initial teacher education, special relevance is attributed to the evidence collected in the classroom, so practice-centered training is highlighted. To this dimension we can add the culture of research, collaboration, and also the quality of supervised practices of cooperating advisors, as another of the dimensions to be included in the training process of future teachers, and to develop in this research work. The object of study of this essay aims to investigate to understand the potential relevance that the processes and dynamics of supervised teaching practice adopted in the context of initial teacher training assume in the contribution of transformation and training of school teaching practices in the Metropolitan Area of Lisbon, assuming that teachers in early career are carriers of new scientific and methodological approaches, resulting from learning in the academic setting, in the context of school and classroom, and also of all the interactions that result between the cooperative teacher, between the teacher in early career and the university professor, and between the teachers at the beginning of the career and all the other teachers of the school. The empirical work is of a phenomelogical qualitative nature, developed within the framework of the interpretative paradigm and focused on ten teachers in training and nine cooperative guiding teachers who teach in schools of the 2nd, 3rd cycles and secondary schools in the Metropolitan Area of Lisbon. Data collection was supported by semi-structured interviews with both teachers in training and their respective cooperating guidance teachers, which allowed us to validate the data with some security by crossing the records of both groups targeted in this study. The conclusions of this research aim at the relevance of the presence of teachers in training in internship year in schools can be as a motor force to boost the transformation and training of teaching practices, thanks to the innovative dynamics they implement inside and outside the room, resulting from a renewed look at approaches on scientific knowledge and teaching practices.
According to the new trends of initial teacher education, special relevance is attributed to the evidence collected in the classroom, so practice-centered training is highlighted. To this dimension we can add the culture of research, collaboration, and also the quality of supervised practices of cooperating advisors, as another of the dimensions to be included in the training process of future teachers, and to develop in this research work. The object of study of this essay aims to investigate to understand the potential relevance that the processes and dynamics of supervised teaching practice adopted in the context of initial teacher training assume in the contribution of transformation and training of school teaching practices in the Metropolitan Area of Lisbon, assuming that teachers in early career are carriers of new scientific and methodological approaches, resulting from learning in the academic setting, in the context of school and classroom, and also of all the interactions that result between the cooperative teacher, between the teacher in early career and the university professor, and between the teachers at the beginning of the career and all the other teachers of the school. The empirical work is of a phenomelogical qualitative nature, developed within the framework of the interpretative paradigm and focused on ten teachers in training and nine cooperative guiding teachers who teach in schools of the 2nd, 3rd cycles and secondary schools in the Metropolitan Area of Lisbon. Data collection was supported by semi-structured interviews with both teachers in training and their respective cooperating guidance teachers, which allowed us to validate the data with some security by crossing the records of both groups targeted in this study. The conclusions of this research aim at the relevance of the presence of teachers in training in internship year in schools can be as a motor force to boost the transformation and training of teaching practices, thanks to the innovative dynamics they implement inside and outside the room, resulting from a renewed look at approaches on scientific knowledge and teaching practices.
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Formação inicial de professores Cultura de investigação Colaboração Supervisão Modelos Supervisivos Initial teacher training Research culture Collaboration Supervision Supervisory Models