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Perfil do Supervisor Pedagógico do 1ºCEB: um estudo de caso
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Abstract(s)
A presente investigação enquadra-se na temática da Supervisão e Orientação Pedagógica e tem como objetivos: compreender o pensamento e conceções de Professores do 1º CEB (Ciclo do Ensino Básico) sobre a Supervisão Pedagógica; analisar e caraterizar práticas supervisivas de Professores do 1º CEB; analisar e caraterizar perfis de competências do supervisor pedagógico; assim como definir uma proposta de perfil de competências do supervisor pedagógico no 1º CEB. Sabendo que o perfil do professor e do supervisor tem sofrido alterações ao longo do tempo, hoje, mais do que nunca, o professor e o supervisor são chamados a desempenhar um papel pluridimensional, o que leva a um perfil mais complexo. Daí a importância de desenvolver o perfil de competências do supervisor, nomeadamente no 1º CEB. Esta investigação decorreu num contexto educativo específico, o concelho de Abrantes, e optámos por utilizar uma abordagem predominantemente qualitativa, ainda que tenham também sido tratados dados quantitativos, utilizando o estudo de caso como suporte metodológico. Foi aplicado a setenta e sete professores do 1.º CEB, um inquérito por questionário; e a seis professores que fazem parte da equipa da direção dos agrupamentos em estudo, um inquérito por entrevista (semiestruturada). Os dados obtidos foram analisados através de um programa estatístico, no caso dos questionários, e através da análise de conteúdo, no caso das entrevistas e dos recursos documentais. Depois de analisados e discutidos os dados obtidos, consideramos ter atingido os objetivos a que nos propusemos, tendo sido possível desenhar uma proposta de perfil de competências do supervisor pedagógico do 1º CEB, implicando os próprios professores do 1º CEB. Os resultados do estudo evidenciam a supervisão como uma atividade ligada à orientação, à avaliação, às competências profissionais e à inovação. Contudo, podemos concluir que é crucial um quadro referencial de competências que se tornem úteis para o desempenho pessoal e profissional do supervisor do 1º CEB. Este estudo reforçou a nossa convicção de que, cada vez mais, os professores do 1º CEB devem saber assumir o papel de supervisão pedagógica dos seus pares como uma mais-valia para o seu desenvolvimento profissional, de modo a que desempenhem as suas funções de uma forma correta e adequada, potenciadora do desenvolvimento próprio e dos outros.
This investigation on Pedagogical Supervision and Orientation aims: (i) to understand the thoughts and conceptions about pedagogical supervision of Primary Education teachers in Portugal; (ii) to analyze and characterize the supervision practices of Primary Education teachers; and (iii) to propose a competences profile for the pedagogical supervisor in the Primary Education context in Portugal. The profile of both the teacher and the supervisor has suffered many changes throughout time. Today more than ever the teacher and the supervisor have a pluridimensional role that leads to a complex profile. Therefore, the development of a supervisor’s competences profile is considered extremely important. This investigation took place in a specific educational context, the county of Abrantes. The case study was used as methodological support. We chose to use a predominantly qualitative approach, even though some quantitative data have also been analyzed. Seventyseven teachers of the Primary Education answered a questionnaire and six teachers, members of the school board, were interviewed (through a semi-structured interview). The data collected through the questionnaires was analyzed with a statistic programme, and the interviews and documental resources were subjected to content analysis. After discussing the results, we believe we have achieved our initial goals, and it was finally possible to draw a supervisor’s competences profile for the Primary Education, involving the teachers themselves. The results of the study highlight supervision as an activity suited for guidance, evaluation, developing professional competences and promoting innovation. However, we can conclude that a reference table with competences is crucial for the personal and professional development of the Primary Education teacher supervisor. This study has reinforced our belief that Primary Education teachers must increasingly take the role of pedagogical supervision of their peers as an asset for their professional development, so that they perform their functions in a correct and proper way, potentiating their own and others’ development.
This investigation on Pedagogical Supervision and Orientation aims: (i) to understand the thoughts and conceptions about pedagogical supervision of Primary Education teachers in Portugal; (ii) to analyze and characterize the supervision practices of Primary Education teachers; and (iii) to propose a competences profile for the pedagogical supervisor in the Primary Education context in Portugal. The profile of both the teacher and the supervisor has suffered many changes throughout time. Today more than ever the teacher and the supervisor have a pluridimensional role that leads to a complex profile. Therefore, the development of a supervisor’s competences profile is considered extremely important. This investigation took place in a specific educational context, the county of Abrantes. The case study was used as methodological support. We chose to use a predominantly qualitative approach, even though some quantitative data have also been analyzed. Seventyseven teachers of the Primary Education answered a questionnaire and six teachers, members of the school board, were interviewed (through a semi-structured interview). The data collected through the questionnaires was analyzed with a statistic programme, and the interviews and documental resources were subjected to content analysis. After discussing the results, we believe we have achieved our initial goals, and it was finally possible to draw a supervisor’s competences profile for the Primary Education, involving the teachers themselves. The results of the study highlight supervision as an activity suited for guidance, evaluation, developing professional competences and promoting innovation. However, we can conclude that a reference table with competences is crucial for the personal and professional development of the Primary Education teacher supervisor. This study has reinforced our belief that Primary Education teachers must increasingly take the role of pedagogical supervision of their peers as an asset for their professional development, so that they perform their functions in a correct and proper way, potentiating their own and others’ development.
Description
Dissertação apresentada para a obtenção do grau de Mestre em Ciências da Educação na área de Supervisão e Orientação Pedagógica . Orientador: Professora Leonor Santos
Keywords
Supervisão Supervisor Perfil de Competências 1º Ciclo do Ensino Básico Desenvolvimento Profissional Supervision Supervisor Competences Profile Primary Education Professional Development