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Abstract(s)
Enquadramento: A supervisão deve procurar apoiar-se em modelos e etapas contribuindo para um bom desempenho das funções do supervisor, aumentando o sucesso dos estudantes e desenvolvimento institucional. Pode ser entendida como um meio relacionado com a formação, com a inovação e com a mudança, num processo de desenvolvimento. Este processo implica procedimentos de reflexão e procura expandir competências no sujeito, devendo incidir na promoção de atitudes de confiança e de responsabilidade pela qualidade do seu desempenho.
Objetivos: Identificar os conhecimentos sobre as funções/dimensões da supervisão pedagógica dos docentes e identificar as variáveis sociodemográficas, profissionais, formação sobre supervisão pedagógica, conhecimentos sobre os modelos de suporte à prática de supervisão pedagógica e conhecimentos sobre as etapas do desenvolvimento do processo de supervisão que interferem nos conhecimentos acerca da supervisão pedagógica.
Metodologia: Estudo de natureza quantitativa, transversal, descritivo-correlacional, em 73 docentes do ensino superior, com uma idade média de 43.89 (±9.210 anos). Para a colheita de dados foi utilizado um questionário de caracterização sociodemográfica; e as escalas de Modelos de Suporte à prática de supervisão pedagógica (Albuquerque, Cruz & Cunha, 2017) e Etapas do desenvolvimento do processo de supervisão pedagógica (Cunha, Albuquerque, Aparício & Bica, 2017); Funções/Dimensões da supervisão pedagógica (Cunha et al., 2017).
Resultados: Dos docentes inquiridos 35.6% revelam possuir conhecimentos elevados sobre funções/dimensões da supervisão. Estes são do sexo feminino (65.4%), com idade entre 41 e 49 anos (46.2%) e com grau académico de Doutor (46.2%). As variáveis sociodemográficas, profissionais e a formação dos docentes sobre supervisão não influenciam os conhecimentos sobre as funções/dimensões da supervisão pedagógica. As variáveis idade, tempo de serviço, conhecimentos dos modelos de suporte à prática e das etapas do desenvolvimento do processo e conhecimentos das etapas revelaram-se preditoras dos conhecimentos sobre funções/dimensões da supervisão pedagógica.
Conclusão: Os conhecimentos sobre os modelos e etapas influenciam os conhecimentos dos docentes sobre as funções/dimensões da supervisão pedagógica. É importante repensar estratégias que visem a melhoria dos conhecimentos sobre as funções da supervisão e consequentemente mudanças da ação pedagógica. A enfermagem comunitária tem um papel preponderante na supervisão pedagógica contribuindo para a melhoria dos cuidados, desenvolvendo competências e habilidades profissionais, para uma prática reflexiva. Desta
forma, permite aprimorar a qualidade dos cuidados, através de uma prática baseada na evidência.
Palavras-chave: Supervisão Pedagógica, funções, dimensões, conhecimentos, docentes, ensino superior.
Abstract Background: Supervision should seek to rely on models and steps that contribute to a good performance of the supervisor's functions, increasing student success and institutional development. It can be understood as a means related to training, to innovation and to change, in a process of development. This process involves reflection procedures and seeks to expand competencies in the subject and should focus on promoting attitudes of trust and responsibility for the quality of their performance. Objectives: To identify the knowledge about the functions/dimensions of the pedagogical supervision of teachers and to identify sociodemographic, professional variables, pedagogical supervision training, knowledge about the models of support to the practice of pedagogical supervision and knowledge about the stages of development of the supervision process that interfere knowledge about pedagogical supervision. Methodology: A quantitative, cross-sectional, descriptive-correlational study of 73 higher education teachers, with a mean age of 43.89 (± 9.210 years). For data collection, a sociodemographic characterization questionnaire was used; (Albuquerque, Cruz & Cunha, 2017); and Steps in the development of the process of pedagogical supervision (Cunha, Albuquerque, Aparício & Bica, 2017); Functions/dimensions of pedagogical supervision (Cunha et al., 2017). Results: Of the teachers interviewed, 35.6% have high knowledge about functions / dimensions of supervision. These are female (65.4%), aged 41-49 years (46.2%) and with a Ph.D. degree (46.2%). Sociodemographic, professional variables and teacher training on supervision do not influence knowledge about the functions/dimensions of pedagogical supervision. The variables age, length of service, knowledge of the models of support to the practice and stages of the development of the process and knowledge of the stages have proved to be predictive of the knowledge about functions/dimensions of pedagogical supervision. Conclusion: Knowledge about the models and stages influence the teachers' knowledge about the functions/dimensions of pedagogical supervision. It is important to rethink strategies aimed at improving knowledge about supervisory functions and consequently changes in pedagogical action. Community nursing has a preponderant role in pedagogical supervision contributing to the improvement of care, developing professional skills and abilities, for a reflexive practice. In this way, it allows to improve the quality of the care, through a practice based on the evidence. Keywords: Pedagogical Supervision, functions, dimensions, knowledge, teachers, higher education.
Abstract Background: Supervision should seek to rely on models and steps that contribute to a good performance of the supervisor's functions, increasing student success and institutional development. It can be understood as a means related to training, to innovation and to change, in a process of development. This process involves reflection procedures and seeks to expand competencies in the subject and should focus on promoting attitudes of trust and responsibility for the quality of their performance. Objectives: To identify the knowledge about the functions/dimensions of the pedagogical supervision of teachers and to identify sociodemographic, professional variables, pedagogical supervision training, knowledge about the models of support to the practice of pedagogical supervision and knowledge about the stages of development of the supervision process that interfere knowledge about pedagogical supervision. Methodology: A quantitative, cross-sectional, descriptive-correlational study of 73 higher education teachers, with a mean age of 43.89 (± 9.210 years). For data collection, a sociodemographic characterization questionnaire was used; (Albuquerque, Cruz & Cunha, 2017); and Steps in the development of the process of pedagogical supervision (Cunha, Albuquerque, Aparício & Bica, 2017); Functions/dimensions of pedagogical supervision (Cunha et al., 2017). Results: Of the teachers interviewed, 35.6% have high knowledge about functions / dimensions of supervision. These are female (65.4%), aged 41-49 years (46.2%) and with a Ph.D. degree (46.2%). Sociodemographic, professional variables and teacher training on supervision do not influence knowledge about the functions/dimensions of pedagogical supervision. The variables age, length of service, knowledge of the models of support to the practice and stages of the development of the process and knowledge of the stages have proved to be predictive of the knowledge about functions/dimensions of pedagogical supervision. Conclusion: Knowledge about the models and stages influence the teachers' knowledge about the functions/dimensions of pedagogical supervision. It is important to rethink strategies aimed at improving knowledge about supervisory functions and consequently changes in pedagogical action. Community nursing has a preponderant role in pedagogical supervision contributing to the improvement of care, developing professional skills and abilities, for a reflexive practice. In this way, it allows to improve the quality of the care, through a practice based on the evidence. Keywords: Pedagogical Supervision, functions, dimensions, knowledge, teachers, higher education.
Description
Keywords
Atitude Docentes Ensino superior Modelos educacionais Pedagogia Supervisão Attitude Faculty Higher education Models, educational Pedagogy Supervision