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Advisor(s)
Abstract(s)
A partir da constatação, na realidade dos agrupamentos de escolas e
escolas não agrupadas (de agora em diante designadas como escolas), da
existência de situações críticas associadas ao desenvolvimento profissional
dos docentes, organizamos um estudo que procura relacionar a supervisão
docente com as lideranças intermédias. Identificamos a questão “Qual o papel
do Coordenador de Departamento/Grupo Disciplinar (de agora adiante
designado Coordenador) na supervisão da prática docente?” e quisemos
saber qual a opinião dos professores sobre a supervisão da prática docente e
que papel reservam ao Coordenador nessa função.
Partindo de razões profissionais, teóricas e normativas que justificam a
emergência de estudos sobre esta problemática, parece cada vez mais notória
a necessidade de se implementarem dispositivos de supervisão que, por via
do desenvolvimento profissional dos docentes, viabilize a melhoria das suas
práticas pedagógicas e, consequentemente, com reflexo nas aprendizagens
dos alunos.
Utilizamos um inquérito por questionário em que procuramos conhecer a
perceção dos docentes sobre modelos e estratégias de supervisão e sobre o
papel que é reservado ao Coordenador na supervisão da prática docente. Pedimos ainda que, a partir de uma lista de estratégias, identificassem
aquelas que desejariam que fossem implementadas na sua escola, aquando
da construção de um modelo de supervisão.
Pela análise dos resultados obtidos em termos das medidas estatísticas
variância e mediana, concluímos que os docentes participantes no estudo
reservam para a figura do Coordenador o papel de gestor e de dinamizador de
um grupo de docentes, do seu trabalho em interação colaborativa, mas não
lhe conferem especiais responsabilidades em estratégias de supervisão mais
dirigidas, como é o caso da observação da prática docente em sala de aula.
Abrem, no entanto, essa possibilidade, num contexto de observação de aulas
interpares. Os docentes participantes no estudo manifestam preferência por
modelos de supervisão de natureza democrática, colaborativos e dialógicos
com a corresponsabilização de todos os elementos do grupo.
Considering the existence of some critical situations related to the development of school teachers in the reality of our Schools, we organized this study in order to find the relationship between teaching supervision and intermediate leaderships. We identified the question “Which is the role of the staff coordinator in supervising the act of teaching?” and we wanted to know our peers’ opinion on the supervision of their teaching practices as well as the role of the Coordinators in that task. Taking as a starting point professional, theoretical and normative motivations the emergence of the present study about this problematic is justified, as with it urges the implementation of supervision methods which, through the professional development of teachers, may bring the improvement of their pedagogical practices, and, consequently, the clear improvement on students’ knowledge. For that purpose, we used a questionnaire survey method in which we tried to perceive the teachers understanding of the supervision models and strategies and the roles they expected from the Coordinators in supervising their teaching practices. We also asked to identify, from a list of strategies, which ones teachers would like to see adopted, if there was a supervising model to be implemented in their Schools.Analysing the results in terms of statistical measures variance and median we may conclude that the teachers participating in this study expect from the Coordinator the role of the leader and motivator of the group of teachers, even the cooperative work, but do not recognize specific responsibilities in supervising teaching practices in classes. However, this is a more acceptable practice for them (direct observation) among peers. The teachers participating in the study showed a higher preference for supervising models including a more democratic, collaborative and dialogical exchange of experiences, representing sharable responsibilities among peers.
Considering the existence of some critical situations related to the development of school teachers in the reality of our Schools, we organized this study in order to find the relationship between teaching supervision and intermediate leaderships. We identified the question “Which is the role of the staff coordinator in supervising the act of teaching?” and we wanted to know our peers’ opinion on the supervision of their teaching practices as well as the role of the Coordinators in that task. Taking as a starting point professional, theoretical and normative motivations the emergence of the present study about this problematic is justified, as with it urges the implementation of supervision methods which, through the professional development of teachers, may bring the improvement of their pedagogical practices, and, consequently, the clear improvement on students’ knowledge. For that purpose, we used a questionnaire survey method in which we tried to perceive the teachers understanding of the supervision models and strategies and the roles they expected from the Coordinators in supervising their teaching practices. We also asked to identify, from a list of strategies, which ones teachers would like to see adopted, if there was a supervising model to be implemented in their Schools.Analysing the results in terms of statistical measures variance and median we may conclude that the teachers participating in this study expect from the Coordinator the role of the leader and motivator of the group of teachers, even the cooperative work, but do not recognize specific responsibilities in supervising teaching practices in classes. However, this is a more acceptable practice for them (direct observation) among peers. The teachers participating in the study showed a higher preference for supervising models including a more democratic, collaborative and dialogical exchange of experiences, representing sharable responsibilities among peers.
Description
Keywords
Supervisão pedagógica Avaliação de desempenho
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação