| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.95 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente trabalho foi elaborado no âmbito da Unidade Curricular de
Projeto/Dissertação, do Mestrado em Estudos Profissionais Especializados em
Educação - Especialização em Administração das Organizações Educativas, da
Escola Superior de Educação do Instituto Politécnico do Porto.
Tem como objetivo compreender a perceção dos agentes envolvidos no
processo de prática educativa supervisionada durante a formação inicial de
professores e educadores de infância, numa Escola Superior de Educação de
uma instituição de ensino superior de Portugal. Para o seu desenvolvimento,
consideraram-se as perspetivas de estudantes e coordenadores de três
mestrados de formação de professores.
Os métodos utilizados foram, eminentemente, de natureza qualitativa,
ainda que tenham sidos considerados dados de natureza quantitativa.
Face aos dados recolhidos, indicia-se uma perceção positiva da prática
educativa supervisionada, reconhecendo-se sua relevância na formação inicial
de professores e educadores de infância. Mais se indica que, ainda que na
globalidade as perspetivas dos docentes e dos mestrandos tivessem sido
homólogas, reconheceram-se focos de análise que indiciam dissonâncias entre
as perceções dos coordenadores e dos estudantes, nomeadamente no modo
como percecionam a articulação entre os docentes e o apoio institucional.
Com base no enquadramento teórico e na análise de dados, desenvolveramse
propostas de ação, sustentadas nas perceções recolhidas, numa perspetiva
de melhoria e desenvolvimento da prática educativa supervisionada.
The present work was elaborated it in the scope of the Curricular Unit of Project / Dissertation, of the Master in Professional Studies Specialized in Education - Specialization in Administration of Educational Organizations, of the School of Education of the Polytechnic Institute of Porto. It aims to understand the perception of the agents involved in Supervised Educational Practice process during initial teacher education and early childhood educators, in a School of Education of an Institution of Higher Education of Portugal. For its development, we considered the prospects of students and coordinators of three master in teacher training. The methods used were of a qualitative nature, even if quantitative data were considered. Given the data collected, a positive perception of supervised educational practice is indicated, recognizing its relevance in the initial training of teachers and early childhood educators. Moreover, although the perspectives of teachers and students have been homologous, there are evidences of analysis that indicate dissonances between the perceptions of the coordinators and the students, namely in the way they perceive the articulation between teachers and the teacher. Institutional support. Based on the theoretical framework and the data analysis, proposals for action were developed, based on the collected perceptions, with a perspective of improvement and development of the supervised educational practice.
The present work was elaborated it in the scope of the Curricular Unit of Project / Dissertation, of the Master in Professional Studies Specialized in Education - Specialization in Administration of Educational Organizations, of the School of Education of the Polytechnic Institute of Porto. It aims to understand the perception of the agents involved in Supervised Educational Practice process during initial teacher education and early childhood educators, in a School of Education of an Institution of Higher Education of Portugal. For its development, we considered the prospects of students and coordinators of three master in teacher training. The methods used were of a qualitative nature, even if quantitative data were considered. Given the data collected, a positive perception of supervised educational practice is indicated, recognizing its relevance in the initial training of teachers and early childhood educators. Moreover, although the perspectives of teachers and students have been homologous, there are evidences of analysis that indicate dissonances between the perceptions of the coordinators and the students, namely in the way they perceive the articulation between teachers and the teacher. Institutional support. Based on the theoretical framework and the data analysis, proposals for action were developed, based on the collected perceptions, with a perspective of improvement and development of the supervised educational practice.
Description
Keywords
Supervisão pedagógica Supervisão institucional Colaboração Escola reflexiva Pedagogical supervision Institutional supervision Collaboration Reflexive school
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação