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Professores reflexivos : concepções dos supervisores de prática pedagógica : estudo exploratório
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O presente estudo tem como temática Professores Reflexivos - concepções dos
supervisores de prática pedagógica. Com esta investigação, procurámos conhecer as
concepções que formadores de professores possuem acerca de um professor e de uma
prática considerados reflexivos. Visámos perceber ainda que estratégias utilizam como
forma de levar os formandos a reflectir e saber os requisitos necessários ao desenvolvimento
de competências reflexivas.
Desenvolvemos o estudo de natureza qualitativa, com oito supervisoras de prática
pedagógica do Curso de Ensino Básico 1º Ciclo de uma instituição de ensino superior.
Utilizámos como técnica de recolha de dados a entrevista semidirectiva e de forma a
analisá-los, estes foram submetidos à análise de conteúdo. Constatámos que, segundo as
inquiridas, o desenvolvimento e a promoção de uma prática reflexiva é considerado como
algo desejável. Reconhecem que a reflexão ajuda a melhorar a prática do docente sendo este
assumido como um instrumento de desenvolvimento pessoal e profissional. Salientam os
contributos de promover a reflexão na formação inicial e descrevem um professor reflexivo
como um profissional que se sente insatisfeito, que é humilde, possui bom-senso e abertura
de espírito, revelando ser coerente entre o seu pensamento e as suas acções. As entrevistadas
referem, ainda, que o professor reflexivo questiona, problematiza e analisa de forma
contínua a sua prática, interroga-se sobre as consequências das suas atitudes, relativiza os
saberes e articula teoria e prática. Defendem, também, uma prática reflexiva como uma
prática que se vai aprendendo e construindo gradualmente. De um modo geral, consideram
que, para o desenvolvimento do pensamento e de uma prática reflexivos, é fundamental que
o formando e o formador satisfaçam determinados requisitos. Enquanto formadores de
professores, destacam que o seu papel é fundamental na promoção de uma prática de cariz
reflexivo, identificando a escrita como uma ferramenta de desenvolvimento da
reflexividade. Contudo, as inquiridas identificam alguns obstáculos a esta promoção, dos
quais sobressaem a ambiguidade do conceito de reflexão e a inexistência de uma cultura
que incentive a reflectir.
This study is about Reflective Teachers - Conceptions of supervisors of pedagogical practice. With this research we tried to realize what concepts mentors teachers have in what the considered reflective teachers and practise are concerned. We also tried to realise which strategies they use in order to make students reflect on and understand the necessary requirements to the development of reflective competences. We developed this qualitative research with eight supervisors of pedagogical practise who work for a superior education school, in the Primary Teaching Course. To collect the data we made semidirective interviews. We submitted the data collected to an analysis of contents. According to the interviewees, it is desirable to develop and promote a reflective practise. In their opinion, reflection not only helps improving teachers’ work but it is also an instrument of personal and professional development. They stress the advantages of promoting reflection in initial training and describe a reflective teacher as an unsatisfied, humble, open-minded and good-sensed person who reveals to be coherent between his thought and actions. The intervieews also mention that a reflective teacher continuing questions, analyses his/her practise, questions the consequences of his/her attitudes, looks at knowledge with relativism and combines theory and practise. They also defend that a reflective practice is learned and constructed gradually. Generally speaking, the interviewees consider that in order to develop reflective thoughts and practise it is crucial that both teachers and students obey to certain requirements. Being mentors teachers, they emphasize that their role is decisive to the promotion of a reflective practise. Writing is said to be the best tool for the development of reflection. Nevertheless, the interviewed teachers highlight some obstacles to this promotion from which we point out the ambiguity of the concept of reflection and the lack of a culture that stimulates it.
This study is about Reflective Teachers - Conceptions of supervisors of pedagogical practice. With this research we tried to realize what concepts mentors teachers have in what the considered reflective teachers and practise are concerned. We also tried to realise which strategies they use in order to make students reflect on and understand the necessary requirements to the development of reflective competences. We developed this qualitative research with eight supervisors of pedagogical practise who work for a superior education school, in the Primary Teaching Course. To collect the data we made semidirective interviews. We submitted the data collected to an analysis of contents. According to the interviewees, it is desirable to develop and promote a reflective practise. In their opinion, reflection not only helps improving teachers’ work but it is also an instrument of personal and professional development. They stress the advantages of promoting reflection in initial training and describe a reflective teacher as an unsatisfied, humble, open-minded and good-sensed person who reveals to be coherent between his thought and actions. The intervieews also mention that a reflective teacher continuing questions, analyses his/her practise, questions the consequences of his/her attitudes, looks at knowledge with relativism and combines theory and practise. They also defend that a reflective practice is learned and constructed gradually. Generally speaking, the interviewees consider that in order to develop reflective thoughts and practise it is crucial that both teachers and students obey to certain requirements. Being mentors teachers, they emphasize that their role is decisive to the promotion of a reflective practise. Writing is said to be the best tool for the development of reflection. Nevertheless, the interviewed teachers highlight some obstacles to this promotion from which we point out the ambiguity of the concept of reflection and the lack of a culture that stimulates it.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Formação de Professores), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Prática reflexiva Formação inicial Professores - Formação Supervisão de professores