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Advisor(s)
Abstract(s)
Uma das áreas mais determinantes da investigação em Ciências da Educação reporta-se a processos internos da Escola no âmbito da supervisão pedagógica.
Constituindo a observação de aulas uma das dinâmicas centrais desses processos, o estudo da sua influência no desenvolvimento profissional dos professores reveste-se de grande pertinência. Conhecer as perceções dos professores sobre a observação de aulas, assim como identificar os fatores que inibem e os que facilitam a adesão a estas práticas, é determinante na implementação de modelos que tornem estes processos mais efetivos e que visem a mudança.
Assim, o presente estudo pretende compreender em que medida a observação de aulas contribui para o desenvolvimento profissional dos professores.
Para o efeito, optou-se, metodologicamente, por realizar uma pesquisa de cariz quantitativo, a partir da aplicação de um inquérito por questionário a nível nacional, em contexto de pandemia de Covid-19.
No que respeita aos principais resultados obtidos, é possível concluir que a observação de aulas, embora não evidencie desencadear melhorias significativas no processo de ensino e aprendizagem, aparenta, contudo, possibilitar o enriquecimento do trabalho colaborativo e de práticas reflexivas, contribuindo para o desenvolvimento profissional dos professores e para a identificação de necessidades de formação.
Com base nas conclusões, foi delineado um plano de ação para operacionalizar, de forma sistemática, as práticas de observação de aulas na Escola, de modo a permitir aos professores lidar, com êxito, com as imperfeições inerentes a estas práticas, pois como processos humanos que são, não é de esperar que sejam perfeitos.
One of the most determinant areas of research in Educational Sciences relates to the internal processes of School within the scope of pedagogical supervision. Being classroom observation one of the central dynamics of these processes, the study of its influence on the professional development of teachers is of great relevance. Knowing teachers' perceptions of classroom observation, as well as identifying the factors that inhibit and those that facilitate adherence to these practices, is determinant in the implementation of models that make these processes more effective and that aim at change. Thus, the present study intends to understand to what extent classroom observation contributes to the professional development of teachers. For this purpose, it was decided, methodologically, to carry out a quantitative research, based on the application of a questionnaire survey at national level, in the context of the Covid-19 pandemic. Regarding the main results obtained, it is possible to conclude that classroom observation, although it does not show triggering significant improvements in the teaching and learning process, it seems, however, to enable the enrichment of collaborative work and reflective practices, contributing to the professional development of teachers and to the identification of training needs. Based on the conclusions, an action plan was outlined to systematically operationalize classroom observation practices at School in order to allow teachers to successfully deal with the imperfections inherent in these practices, since, as human processes, they are not expected to be perfect.
One of the most determinant areas of research in Educational Sciences relates to the internal processes of School within the scope of pedagogical supervision. Being classroom observation one of the central dynamics of these processes, the study of its influence on the professional development of teachers is of great relevance. Knowing teachers' perceptions of classroom observation, as well as identifying the factors that inhibit and those that facilitate adherence to these practices, is determinant in the implementation of models that make these processes more effective and that aim at change. Thus, the present study intends to understand to what extent classroom observation contributes to the professional development of teachers. For this purpose, it was decided, methodologically, to carry out a quantitative research, based on the application of a questionnaire survey at national level, in the context of the Covid-19 pandemic. Regarding the main results obtained, it is possible to conclude that classroom observation, although it does not show triggering significant improvements in the teaching and learning process, it seems, however, to enable the enrichment of collaborative work and reflective practices, contributing to the professional development of teachers and to the identification of training needs. Based on the conclusions, an action plan was outlined to systematically operationalize classroom observation practices at School in order to allow teachers to successfully deal with the imperfections inherent in these practices, since, as human processes, they are not expected to be perfect.
Description
Keywords
Desenvolvimento profissional Observação de aulas Fatores facilitadores e fatores inibidores Professional development Classroom observation Facilitating and inhibiting factors
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação