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Advisor(s)
Abstract(s)
A dinâmica da supervisão pedagógica reveste-se de máxima importância dado
que a atuação pedagógica dos professores se repercute no desenvolvimento dos
alunos.
O presente trabalho visa a aplicação de um novo conceito de supervisão,
inserido num novo paradigma, com finalidades de reflexão critica, através do
desenvolvimento de um processo de entreajuda conducente à partilha e troca de
experiências que com o objetivo de melhorar a prática do ensino e,
consequentemente, das aprendizagens.
Assim, o supervisor deve, através do acompanhamento da prática letiva na
sala de aula, proceder à observação e análise das práticas pedagógicas existentes.
Tal pode ser alcançado incrementando um processo de trabalho colaborativo que
permita o aconselhamento, a reflexão conjunta, a partilha e comparação de métodos e
estratégias de ensino que visem o desenvolvimento profissional dos docentes assim
como a melhoria do processo de ensino e aprendizagem.
A reflexão critica, assim como a prática de questionamento e discussão,
poderão garantir a hipótese de encontrar a melhor solução para superar as
dificuldades da profissionalidade docente.
The dynamic of teaching supervision faces the greatest importance assuming that the pedagogical performance of teachers has direct effects on the student’s development. This paper aims to propose a new concept of supervision, inserted in a new paradigm, with purposes of critical reflection through the development of the help to one another method, leading to share and change experiences, which promotes a better practice of teaching and learning. Therefore the supervisor must, through the attendance of academic practice in the classroom, proceed to the observation and analysis of the existent pedagogical practices. This might be achieved by increasing the collaborative work to afford the recommendation, the assemblage reflection, the sharing and confront of different education methods and strategies, to aims teacher’s professional development and also, the improvement of teaching and learning process. Critical reflection as well as a practice of quarrel and discussion may assure the chance to find the better solution to overcome each difficulty of the professional teaching life.
The dynamic of teaching supervision faces the greatest importance assuming that the pedagogical performance of teachers has direct effects on the student’s development. This paper aims to propose a new concept of supervision, inserted in a new paradigm, with purposes of critical reflection through the development of the help to one another method, leading to share and change experiences, which promotes a better practice of teaching and learning. Therefore the supervisor must, through the attendance of academic practice in the classroom, proceed to the observation and analysis of the existent pedagogical practices. This might be achieved by increasing the collaborative work to afford the recommendation, the assemblage reflection, the sharing and confront of different education methods and strategies, to aims teacher’s professional development and also, the improvement of teaching and learning process. Critical reflection as well as a practice of quarrel and discussion may assure the chance to find the better solution to overcome each difficulty of the professional teaching life.
Description
Keywords
Supervisão pedagógica Trabalho colaborativo Reflexão Partilha Desenvolvimento profissional Teaching supervision Collaborative work Reflection Sharing Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação