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Advisor(s)
Abstract(s)
Centrando-se na especificidade da educação de infância e seguindo as orientações
conceptuais que estruturam a formação iniciai de professores este estudo realizou-se com o
objectivo de conhecer a forma como os educadores, no momento de estágio, conjugam as
orientações teóricas e os modelos que observam na prática. Participaram no estudo dez
educadores-estagiários e cinco educadores-cooperantes da ESEB. Privilegiaram-se
métodos qualitativos de recolha e análise da informação provenientes de entrevistas sem-estruturadas
e dos portfólios dos educadores-estagiários, triangulando posteriormente os
dados. As conclusões explicitam com maior incidência, na socialização dos educadores-estagiários,
os seguintes aspectos: (1) Modelo de formação inicial; (2) Processo de
integração; (3) Práticas de supervisão.
No modelo de formação salientam-se aspectos positivos assim como algumas
lacunas. Como aspectos positivos ressaltam o equipamento e instalações da ESEB, o saber
científico e a capacidade relacional de alguns dos seus professores e a existência de
disciplinas de carácter transdisciplinar. Como lacunas mencionam-se: as horas da prática
pedagógica; a falta de observação dos contextos, no 1º ano do curso; a carga lectiva
excessiva no 1º semestre do 4° ano; e a de estrutura de algumas disciplinas.
As representações sobre o processo de integração dos educadores-estagiários
evidenciam que o início do estágio é um momento de angústia, onde se vivenciam
sentimentos de receio, dúvida e incerteza. Assumem-se a dimensão relacional e os
contextos como factores influenciadores das acções e comportamentos dos educadores, em
situação de estágio.Nas práticas de supervisão parecem coexistir orientações normativas, de
distanciamento e colaborativas. Face às relações desencadeadas nos contextos os
educadores-estagiários adoptam posturas de submissão, redefinição estratégica, colaboração e procura.
Com base nos resultados sugere-se: articulação do modelo de formação com a
especificidade da educação de infância; adequação das práticas das educadoras-cooperantes
a modelos mais largos de intervenção; mediação supervisiva como suporte na
construção de competências profissionais.
The main purpose of this study is to know the way educators, during their training period, conjugate the theoretical orientations and the role models they observe in a real setting. This study was chiefly based in the peculiarities of early childhood education and followed the conceptual orientations that are part of the initial formation of the teacher educator. Ten early childhood trainees and five early childhood educators and teacher trainers from the Bragança School of Higher Education participated in this study. Main focus was given to the gathering and analysis of information through qualitative methods which were a result of semi-structured interviews and of the portfolios of the early childhood trainees. The data were subsequently triangulated. The conclusions clearly explain, in the socialisation of the early childhood trainees, the following aspects: (1) Model of initial formation, (2) Integration process; (3) Supervision practice. In the model of formation one can point out some positive aspects, as well as some flaws. The equipment and facilities of the Bragança School of Higher Education, the scientific knowledge, the relational capacity of some of the teachers and the existence of cross disciplinary subjects in the course curriculum can be highlighted as positive aspects. Other aspects such as: time dedicated to the teaching practice, the lack of observation of real contexts in the nursery schools right in the first year of the course, the excessive timetable in the first semester of the fourth year and the structure of some subjects are some of the main flaws noticed. The representations on the integration process of the early childhood trainees bring to light the anguishes, the fears and uncertainties experienced at the beginning of the teaching practice. In this particular situation, the relational dimension and the contexts are thus influencing factors determining the actions and attitudes of the early childhood trainees. In the supervision practice there seem to coexist normative, distancing and collaborative orientations. As a result of the relations unleashed in the contexts, the early childhood trainees adopt attitudes of submission, strategic redefinition, collaboration and search. Considering the results obtained one suggests the following: articulation of the model of formation with the peculiarities of the early childhood education; adequacy of the teaching practice of the teacher trainers to more interventionist models; supervising mediation as a basis on the creation of professional competences.
The main purpose of this study is to know the way educators, during their training period, conjugate the theoretical orientations and the role models they observe in a real setting. This study was chiefly based in the peculiarities of early childhood education and followed the conceptual orientations that are part of the initial formation of the teacher educator. Ten early childhood trainees and five early childhood educators and teacher trainers from the Bragança School of Higher Education participated in this study. Main focus was given to the gathering and analysis of information through qualitative methods which were a result of semi-structured interviews and of the portfolios of the early childhood trainees. The data were subsequently triangulated. The conclusions clearly explain, in the socialisation of the early childhood trainees, the following aspects: (1) Model of initial formation, (2) Integration process; (3) Supervision practice. In the model of formation one can point out some positive aspects, as well as some flaws. The equipment and facilities of the Bragança School of Higher Education, the scientific knowledge, the relational capacity of some of the teachers and the existence of cross disciplinary subjects in the course curriculum can be highlighted as positive aspects. Other aspects such as: time dedicated to the teaching practice, the lack of observation of real contexts in the nursery schools right in the first year of the course, the excessive timetable in the first semester of the fourth year and the structure of some subjects are some of the main flaws noticed. The representations on the integration process of the early childhood trainees bring to light the anguishes, the fears and uncertainties experienced at the beginning of the teaching practice. In this particular situation, the relational dimension and the contexts are thus influencing factors determining the actions and attitudes of the early childhood trainees. In the supervision practice there seem to coexist normative, distancing and collaborative orientations. As a result of the relations unleashed in the contexts, the early childhood trainees adopt attitudes of submission, strategic redefinition, collaboration and search. Considering the results obtained one suggests the following: articulation of the model of formation with the peculiarities of the early childhood education; adequacy of the teaching practice of the teacher trainers to more interventionist models; supervising mediation as a basis on the creation of professional competences.
Description
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, 2005
Keywords
Teses de mestrado - 2005 Educação infantil Professores - Formação Socialização profissional Supervisão de professores