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Abstract(s)
A qualidade das práticas pedagógicas dos educadores de infância tem um grande impacto na aprendizagem e no desenvolvimento das crianças, sendo fundamental que cada educador reflita sobre a sua ação e assegure um serviço de qualidade às crianças. O estudo de caso que aqui se apresenta, de natureza qualitativa, parte do diagnóstico de necessidades em supervisão pedagógica num departamento da educação pré-escolar de um agrupamento de escolas da rede pública. A supervisão pedagógica tem como objeto a qualidade do ensino e a melhoria das práticas educativas dos educadores e professores, através de processos, práticas, estratégias e instrumentos promotores da reflexão antes, durante e após ação. A recolha de dados, que consistiu na realização de oito entrevistas a educadoras de infância, nas quais se inclui a coordenadora de departamento, permitiu verificar que não existem práticas de supervisão pedagógica implementadas neste departamento. Pela análise da informação, concluiu-se que existe uma associação frequente entre supervisão pedagógica e avaliação de desempenho docente (ADD), uma vez que, pelas experiências destas educadoras, a supervisão pedagógica só acontece em momentos de avaliação formal, através da observação de aulas, e nunca numa modalidade formativa. Apesar de existirem dificuldades na clarificação do conceito de “supervisão pedagógica entre pares”, há alguma predisposição para a sua implementação no departamento, pelo que foi definido um plano de ação que visa dar resposta às necessidades diagnosticadas. No entanto, com a operacionalização deste plano, mais do que implementar ciclos de observação e supervisão entre pares, pretende-se criar e dinamizar uma comunidade de prática que tenha um impacto real no desenvolvimento da profissionalidade e identidade dos docentes que integram este ou outros departamentos, devido à possibilidade de articulação interdepartamental, prevista neste plano de ação.
The quality of pedagogical practices among early childhood educators has a significant impact on children's learning and development, making it essential for each educator to reflect on their actions and ensure a quality service for children. The case study presented here, in a qualitative approach, is based on the diagnosis of needs in pedagogical supervision within a preschool education department of a public school cluster. Pedagogical supervision is concerned with the quality of teaching and the improvement of educational practices among educators and teachers, through processes, practices, strategies and tools that promote reflection before, during, and after action. Data collection, which involved conducting eight interviews with early childhood educators, including the department coordinator, allowed to verify that there were no pedagogical supervision practices being implemented in this department. Through the analysis of information, it was concluded that there is a frequent association between pedagogical supervision and teacher performance assessment (TPA). According to the experience of these educators, pedagogical supervision only occurs during formal evaluation moments, such as classroom observation, and never in a formative manner. Despite there being difficulties in clarifying the concept of "peer-to-peer pedagogical supervision," there is some willingness to implement it in the department. Therefore, an action plan has been defined to address the identified needs. However, with the execution of this plan, it is aimed to not only implement cycles of observation and supervision among peers, but it is also intended to create and stimulate a community of practice that has a real impact on the professional development and identity of the teachers within this or other departments, owing to the possibility of interdepartmental articulation, as envisioned in the action plan.
The quality of pedagogical practices among early childhood educators has a significant impact on children's learning and development, making it essential for each educator to reflect on their actions and ensure a quality service for children. The case study presented here, in a qualitative approach, is based on the diagnosis of needs in pedagogical supervision within a preschool education department of a public school cluster. Pedagogical supervision is concerned with the quality of teaching and the improvement of educational practices among educators and teachers, through processes, practices, strategies and tools that promote reflection before, during, and after action. Data collection, which involved conducting eight interviews with early childhood educators, including the department coordinator, allowed to verify that there were no pedagogical supervision practices being implemented in this department. Through the analysis of information, it was concluded that there is a frequent association between pedagogical supervision and teacher performance assessment (TPA). According to the experience of these educators, pedagogical supervision only occurs during formal evaluation moments, such as classroom observation, and never in a formative manner. Despite there being difficulties in clarifying the concept of "peer-to-peer pedagogical supervision," there is some willingness to implement it in the department. Therefore, an action plan has been defined to address the identified needs. However, with the execution of this plan, it is aimed to not only implement cycles of observation and supervision among peers, but it is also intended to create and stimulate a community of practice that has a real impact on the professional development and identity of the teachers within this or other departments, owing to the possibility of interdepartmental articulation, as envisioned in the action plan.
Description
Keywords
Supervisão pedagógica Educação pré-escolar Desenvolvimento profissional Pedagogical supervision Preschool education Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação