Loading...
Publication
Supervisão pedagógica : impacto no desenvolvimento profissional dos educadores de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.24 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo enquadra-se na temática da supervisão pedagógica e visa conhecer as perceções de um grupo de Educadores, relativamente à importância da Supervisão no seu desenvolvimento profissional.
Baseando-se no quadro teórico, pretende-se conhecer, analisar e interpretar o modo como os Educadores percecionam a supervisão, identificando as funções e competências do Supervisor, as práticas supervisivas promotoras de desenvolvimento profissional e os fatores de constrangimento e de facilitação subjacentes a este processo.
O estudo foi desenvolvido numa Instituição Particular de Solidariedade Social, tendo como amostra 9 educadores que já trabalham no Jardim de Infância desta Instituição há mais de 12 anos.
No estudo optou-se por uma metodologia qualitativa, de natureza descritiva e interpretativa, que se assume como particularista.
Recolheu-se informações através de entrevistas individuais semiestruturadas, gravadas em formato áudio. Realizou-se a análise categorial dos dados, conduzindo à interpretação e discussão dos mesmos.
Os resultados deste estudo apontam para um reconhecimento por parte dos Educadores relativamente à importância da supervisão, da colaboração e da reflexão no desenvolvimento profissional. Possibilitou também a identificação de fatores facilitadores ou impeditivos do desenvolvimento profissional.
Os participantes na investigação revelam preocupação na melhoria das suas práticas pedagógicas com vista ao desenvolvimento de um ensino de qualidade fazendo referência à importância da reflexão, partilha e colaboração como essenciais.
No estudo é possível identificar um perfil de competências do educador reflexivo e perspetivar-se a prática reflexiva como um ato que deve ser realizado como uma ajuda na construção do conhecimento, na tomada de decisões e resolução de problemas.
Esta investigação revelou-se igualmente vantajosa para os Educadores que identificaram a importância do trabalho colaborativo e da reflexão para a qualidade das práticas e do seu desenvolvimento profissional.
This study is part of the theme of pedagogical supervision and aims to know the perceptions of a group of educators, about the importance of supervision in their professional development. Based on the theoretical framework, we intend to meet, analyze and interpret how teachers percecionam supervision, identifying the Supervisor's duties and powers, the supervisivas practices that promote professional development and the constraining factors and facilitation underlying this process. The study was conducted in a Private Institution of Social Solidarity, with a sample 9 Educators already working in Kindergarten this institution over 12 years. In the study we chose a qualitative methodology, descriptive and interpretative nature, which is assumed as particularistic. Information was collected through semi-structured individual interviews, recorded in audio format. Was held on categorical data analysis, leading to interpretation and discussion of them. The results of this study point to a recognition on the part of educators on the importance of supervision, collaboration and reflection in professional development. Also enabled the identification of facilitators or impede professional development factors. Participants in the study reveal concern in improving their teaching practices for the development of quality education with reference to the importance of reflection, sharing and collaboration as essential. In the study it is possible to identify a reflective educator skills profile and perspetivar to reflective practice as an act that should be performed as an aid in the construction of knowledge, decision making and problem solving. This research also proved to be advantageous for participants who identified the importance of collaborative work and reflection on the quality of practice and professional development.
This study is part of the theme of pedagogical supervision and aims to know the perceptions of a group of educators, about the importance of supervision in their professional development. Based on the theoretical framework, we intend to meet, analyze and interpret how teachers percecionam supervision, identifying the Supervisor's duties and powers, the supervisivas practices that promote professional development and the constraining factors and facilitation underlying this process. The study was conducted in a Private Institution of Social Solidarity, with a sample 9 Educators already working in Kindergarten this institution over 12 years. In the study we chose a qualitative methodology, descriptive and interpretative nature, which is assumed as particularistic. Information was collected through semi-structured individual interviews, recorded in audio format. Was held on categorical data analysis, leading to interpretation and discussion of them. The results of this study point to a recognition on the part of educators on the importance of supervision, collaboration and reflection in professional development. Also enabled the identification of facilitators or impede professional development factors. Participants in the study reveal concern in improving their teaching practices for the development of quality education with reference to the importance of reflection, sharing and collaboration as essential. In the study it is possible to identify a reflective educator skills profile and perspetivar to reflective practice as an act that should be performed as an aid in the construction of knowledge, decision making and problem solving. This research also proved to be advantageous for participants who identified the importance of collaborative work and reflection on the quality of practice and professional development.
Description
Dissertação apresentada para a obtenção do grau de mestre na área de supervisão pedagógica
Keywords
supervisão desenvolvimento profissional reflexão colaboração supervisor supervision professional development reflection collaboration supervisor