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Abstract(s)
As práticas de supervisão na formação inicial de professores do 1.º Ciclo do Ensino Básico (1.º CEB) assumem um papel capital no desenvolvimento pessoal e profissional dos futuros professores deste nível de ensino. Neste propósito, intentamos averiguar quais as conceções dos supervisores sobre as práticas de supervisão no 1.º CEB. O estudo é de cariz qualitativo, em que para a recolha de dados foi utilizado o inquérito por entrevista. A entrevista foi aplicada a sete supervisores de uma instituição de ensino superior público e nove orientadores cooperantes das escolas que colaboram com essa mesma instituição. Os resultados obtidos demonstram que a supervisão pedagógica no contexto de formação inicial de professores é fundamental para o desenvolvimento pessoal e profissional do professor em formação, onde este coloca em prática as aprendizagens teóricas e, num trabalho de colaboração com os supervisores institucionais e o orientador cooperante, desenvolve novas competências. Essas capacidades situam-se no âmbito da reflexão sobre as suas práticas, da gestão de situações de carácter diverso, da visão da educação e do olhar que possui sobre a escola e a sala de aula, sempre com o propósito de promover aprendizagens de qualidade, quer individuais, quer coletivas dos alunos, assim como, do próprio professor em formação, na edificação do seu perfil como futuro professor. As conclusões do estudo evidenciam que as práticas de supervisão são fundamentais na formação dos futuros professores do 1.º CEB e estas devem ser sustentadas num trabalho colaborativo de formação interativa, envolvendo o orientador cooperante, o supervisor e o formando/professor em formação.
Supervisory practices in the initial teacher training of primary school assume a key role in the personal and professional development of future teachers at this level of education. In this regard, we intend to ascertain which supervisors' views on supervisory practices in the primary school. The study is of a qualitative nature, in which are the interview survey was used for data collection. The interview was applied to seven supervisors from a public higher education institution and nine cooperative advisors from schools that collaborate with that same institution. The results obtained demonstrate that pedagogical supervision in the context of initial teacher training is fundamental for the personal and professional development of the teacher in training, where he puts theoretical learning into practice and, in a collaborative work with institutional supervisors and the cooperating supervisor, develops new skills. These capacities are within the scope of reflection on their practices, the management of situations of a different nature, the vision of education and the view they have on the school and the classroom, always with the purpose of promoting quality learning, either individually or collectively by students, as well as by the teacher in training, in building his profile as a future teacher. The conclusions of the study show that supervisory practices are fundamental in the training of future teachers of the primary school and these must be supported in a collaborative work of interactive training, involving the cooperating supervisor, the supervisor and the trainee/teacher in training.
Supervisory practices in the initial teacher training of primary school assume a key role in the personal and professional development of future teachers at this level of education. In this regard, we intend to ascertain which supervisors' views on supervisory practices in the primary school. The study is of a qualitative nature, in which are the interview survey was used for data collection. The interview was applied to seven supervisors from a public higher education institution and nine cooperative advisors from schools that collaborate with that same institution. The results obtained demonstrate that pedagogical supervision in the context of initial teacher training is fundamental for the personal and professional development of the teacher in training, where he puts theoretical learning into practice and, in a collaborative work with institutional supervisors and the cooperating supervisor, develops new skills. These capacities are within the scope of reflection on their practices, the management of situations of a different nature, the vision of education and the view they have on the school and the classroom, always with the purpose of promoting quality learning, either individually or collectively by students, as well as by the teacher in training, in building his profile as a future teacher. The conclusions of the study show that supervisory practices are fundamental in the training of future teachers of the primary school and these must be supported in a collaborative work of interactive training, involving the cooperating supervisor, the supervisor and the trainee/teacher in training.
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Keywords
Formação Inicial de Professores do 1.º Ciclo do Ensino Básico Supervisão Pedagógica Prática de Ensino Supervisionada Supervisor Institucional Orientador Cooperante initial teacher training of primary school pedagogical supervision supervised teaching practice institutional supervisor cooperating advisor
Citation
Publisher
Sociedade Portuguesa de Ciências da Educação