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Modelo de (auto) formação cooperada do MEM e supervisão pedagógica. Implicações nas práticas pedagógicas e no desenvolvimento profissional de educadores de infância
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Advisor(s)
Abstract(s)
O trabalho de pesquisa que a seguir se apresenta partiu de uma motivação pessoal
fundamentada na relevância da supervisão pedagógica e do trabalho colaborativo entre
docentes da educação pré-escolar na mudança das práticas pedagógicas e no seu
desenvolvimento profissional.
Subsequentemente, o enfoque deste estudo coloca-se no estudo do modelo de
(auto)formação cooperada do MEM, do papel da supervisão pedagógica e da contribuição
destes nas mudanças referidas. A escolha deste modelo de formação surgiu devido à sua
presença constante na formação de professores e na sua (auto)formação cooperada. Devido às
suas especificidades, o desenvolvimento dos adultos individualmente não pode ser
perspetivado sem ser na ótica do aperfeiçoamento e desenvolvimento coletivo (Belchior,
2004).
No decorrer da pesquisa foram ouvidas oito educadoras de infância que fazem parte de
um grupo cooperativo do MEM, num determinado Núcleo Regional seguindo uma abordagem
qualitativa, através da realização de um estudo de caso. Para a recolha e análise dos dados
recorremos à entrevista semiestruturada e à análise documental. Recorremos ainda ao
inquérito por questionário somente para a caracterização da amostra.
Da análise dos dados evidencia-se, através do discurso das intervenientes, que o grupo
ajuda-as a crescer enquanto pessoas e enquanto profissionais. Facto corroborado por Serralha
(2009) ao evidenciar este modelo como mediador do desenvolvimento profissional, enquanto
se expõe, conta ou apresenta o que aconteceu nas suas histórias profissionais e onde cada um
se oferece como recurso para os demais. Tudo isto incide e desenvolve formas compartilhadas
de exercer a profissão.
Esta pesquisa evidencia que a pertença a um grupo de formação como este, em que a
supervisão pedagógica e o trabalho colaborativo assumem um papel preponderante na
dinâmica de trabalho, promove o desenvolvimento pessoal e profissional dos docentes, facto
evidenciado por Alves (2008).
The research work that out below came from a personal motivation based on the relevance of pedagogical supervision and collaborative work among teachers in pre-school education in changing teaching practices and professional development. Subsequently, the focus of this study is placed on the study of model (self)cooperative formation of MEM, the role of pedagogical supervision and the contribution of these in these changes. The choice of this training model emerged due to their constant presence in the training of teachers and their (self)cooperative training. Due to its characteristics, the development of adults individually can not be envisaged without the viewpoint of improvement and collective development (Belchior, 2004). During the research were heard eight childhood educators who are part of a cooperative group of MEM in a given Regional Center following a qualitative approach, by conducting a case study. For the collection and analysis of data we resort to semi-structured interviews and documentary analysis. We use also the questionnaire survey only to characterize the sample. The data analysis is evident through the discourse of the actors, the group helps them to grow as people and as professionals. Fact corroborated by Serralha (2009) to highlight this model as a mediator of professional development, as is exposed, account or presents what happened in their professional stories and where each is offered as a resource for others. All this focuses and develops shared ways of practicing the profession. This research shows that belonging to a group of training like this, where the pedagogical supervision and collaborative work will have an important role in the dynamics of work, promotes personal and professional development of teachers, a fact evidenced by Alves (2008).
The research work that out below came from a personal motivation based on the relevance of pedagogical supervision and collaborative work among teachers in pre-school education in changing teaching practices and professional development. Subsequently, the focus of this study is placed on the study of model (self)cooperative formation of MEM, the role of pedagogical supervision and the contribution of these in these changes. The choice of this training model emerged due to their constant presence in the training of teachers and their (self)cooperative training. Due to its characteristics, the development of adults individually can not be envisaged without the viewpoint of improvement and collective development (Belchior, 2004). During the research were heard eight childhood educators who are part of a cooperative group of MEM in a given Regional Center following a qualitative approach, by conducting a case study. For the collection and analysis of data we resort to semi-structured interviews and documentary analysis. We use also the questionnaire survey only to characterize the sample. The data analysis is evident through the discourse of the actors, the group helps them to grow as people and as professionals. Fact corroborated by Serralha (2009) to highlight this model as a mediator of professional development, as is exposed, account or presents what happened in their professional stories and where each is offered as a resource for others. All this focuses and develops shared ways of practicing the profession. This research shows that belonging to a group of training like this, where the pedagogical supervision and collaborative work will have an important role in the dynamics of work, promotes personal and professional development of teachers, a fact evidenced by Alves (2008).
Description
Dissertação apresentada para a obtenção do grau de Mestre na Especialidade de Ciências da Educação - Área da Supervisão e Orientação Pedagógica
Keywords
supervisão pedagógica modelo de (auto)formação cooperada do MEM desenvolvimento profissional de educadores de infância. pedagogical supervision cooperative self-training model of MEM professional development of early childhood educators