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Authors
Advisor(s)
Abstract(s)
A reconstrução de Timor-Leste, como nação independente, passa pela educação e em primeiro
lugar pela formação dos professores. A par da formação inicial torna-se ainda mais urgente a formação
contínua dos professores do Ensino Básico (EB), nomeadamente de Ciências Físico-Naturais (CFN), que
estão no ativo, no sentido de promoverem a literacia científica e a cidadania. Neste sentido, o presente
projeto visa contribuir para a consolidação das aprendizagens dos professores e consequentemente
dos alunos, o que certamente contribuirá para o desenvolvimento nacional, através da proposta de
um Plano de Formação Contínua de Professores, de 3 anos, no sentido de progressivamente colmatar
os problemas existentes.
Para a elaboração do referido Plano de Formação Contínua realizou-se o Diagnóstico de
Necessidades de Formação, através de um dispositivo multimetodológico, seguindo uma abordagem
qualitativa, na medida em que se partilha da opinião de que um bom plano de formação deve procurar
o equilíbrio entre diferentes dimensões (as necessidades dos indivíduos, os interesses sociais e as
exigências do sistema) e centrar-se nas perspetivas do público-alvo e no contexto onde estes intervêm.
Assim, o diagnóstico de necessidades teve como principal objetivo identificar as necessidades dos
professores de CFN, consideradas essenciais para o desempenho da função docente, ao nível do 3º
ciclo do EB e que possam ser satisfeitas pela via da formação.
Concluído o diagnóstico de necessidades foi possível perceber que a formação inicial e
contínua que tem sido ministrada aos professores de CFN não assegura a maturidade científica e
pedagógica suficiente para que estes implementem na integra e com a qualidade desejada o Programa
de CFN, de 3º Ciclo do EB. Além das necessidades de formação dos professores, foi possível identificar
necessidades gerais do contexto escolar, relativas a recursos (humanos, espaciais, materiais e
temporais) que não sendo possível solucionar pela via da formação, são determinantes para o sucesso
de qualquer plano de formação. Estas necessidades permitiram ainda compreender a realidade do
meio onde se pretende intervir. Neste âmbito, incluiu-se também no presente trabalho uma série de
sugestões de modo a orientar, a nível preliminar, a organização da proposta formativa.
The reconstruction of Timor-Leste, as an independent nation, involves education primarily through teachers training. Alongside initial training it becomes even more urgent, the Basic Education (BE) teachers continuous training, those who are in active, particularly of Physical-Natural Sciences (PNS), in order to promote scientific literacy and citizenship. Thus, the present project has the aim to contribute to the consolidation of teacher’s learnings and, consequently, of student’s learnings, which will certainly contribute to the national development, through a 3-years Continuous Teachers Training Plan proposal, in order to progressively mitigate existing problems. A Training Needs Diagnosis was performed through a multimethodological device, in order to design the mentioned Continuous Training Plan, following a qualitative approach, sharing a view that a good training plan should search for a balance between different dimensions (the individual’s needs, social interests and system requirements) and focus on the perspectives of the target audience and in the context where they intervene. This way, the Needs Diagnosis had the main objective to identify the PNS teacher’s needs, considered essential for the performance of the teaching’s role at the BE 3rd cycle and that can be met through training. Once the Needs Diagnosis was concluded, it was possible to perceive that the initial and continuous training, that has been provided to the PNS teachers, does not guarantee the adequate scientific and pedagogical maturity for them to fully implement the BE 3rd cycle PNS Program, with the desired quality. In addition to the teachers training needs, it was possible to identify general needs of the school context, related to resources (human, spatial, material and temporal), that cannot be solved through the training but are crucial for any training plan success. These needs allowed us to understand the reality of the environment in which we intend to intervene. In this context, several suggestions have also been included in this paper in order to guide the organization of the training proposal, at a preliminary level.
The reconstruction of Timor-Leste, as an independent nation, involves education primarily through teachers training. Alongside initial training it becomes even more urgent, the Basic Education (BE) teachers continuous training, those who are in active, particularly of Physical-Natural Sciences (PNS), in order to promote scientific literacy and citizenship. Thus, the present project has the aim to contribute to the consolidation of teacher’s learnings and, consequently, of student’s learnings, which will certainly contribute to the national development, through a 3-years Continuous Teachers Training Plan proposal, in order to progressively mitigate existing problems. A Training Needs Diagnosis was performed through a multimethodological device, in order to design the mentioned Continuous Training Plan, following a qualitative approach, sharing a view that a good training plan should search for a balance between different dimensions (the individual’s needs, social interests and system requirements) and focus on the perspectives of the target audience and in the context where they intervene. This way, the Needs Diagnosis had the main objective to identify the PNS teacher’s needs, considered essential for the performance of the teaching’s role at the BE 3rd cycle and that can be met through training. Once the Needs Diagnosis was concluded, it was possible to perceive that the initial and continuous training, that has been provided to the PNS teachers, does not guarantee the adequate scientific and pedagogical maturity for them to fully implement the BE 3rd cycle PNS Program, with the desired quality. In addition to the teachers training needs, it was possible to identify general needs of the school context, related to resources (human, spatial, material and temporal), that cannot be solved through the training but are crucial for any training plan success. These needs allowed us to understand the reality of the environment in which we intend to intervene. In this context, several suggestions have also been included in this paper in order to guide the organization of the training proposal, at a preliminary level.
Description
Trabalho de projeto de mestrado, Educação e Formação (Especialidade em Organização e Gestão da Educação e da Formação), Universidade de Lisboa, Instituto de Educação, 2019
Keywords
Professores - Formação Necessidades de formação Timor Leste Trabalhos de projeto de mestrado - 2019