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Abstract(s)
O termo Supervisão e a sua necessidade são cada vez mais divulgados na nossa sociedade, o que se pode perceber pelos meios de comunicação que o noticiam relativamente a várias áreas, desde a economia, à justiça ou à educação. No que respeita a esta última, a realização de práticas supervisivas é aconselhada aos distintos agrupamentos de escolas do país, por meio dos relatórios de avaliação externa, sendo corroborada por vários os estudos, nacionais e internacionais, que demonstram as vantagens da sua implementação ao desenvolvimento profissional dos docentes. Não obstante, é bem patente o desconforto demonstrado por esta classe profissional quando se aborda o assunto e se propõe a sua realização. Tal desconforto, oriundo de vários fatores, é também associado do tipo de cultura profissional docente presente nas diferentes escolas e também às associações que lhe são feitas ao termo Supervisão. Ao longo deste trabalho pretendeu-se entender a conceção que os docentes de um agrupamento de escolas têm sobre a Supervisão Pedagógica e analisar as suas influências nas práticas letivas. Para tal, realizou-se um estudo de caso de natureza mista, realizando-se entrevistas e um questionário a elementos da Direção e aos docentes do Ensino Básico e Ensino Secundário do agrupamento, a fim de se obter informação de natureza qualitativa e quantitativa, para posterior análise. Do estudo realizado, infere-se que os atores envolvidos consideram que se verifica um aumento de práticas colaborativas e de práticas reflexivas entre docentes, através da implementação e execução do processo supervisivo, que, segundo os docentes e a Direção, leva, consequentemente, a um melhoramento das práticas letivas dos professores no agrupamento em estudo. Ressalve-se que não se podem concluir mais resultados dado não termos incluído neste estudo dados de Observação de Práticas e a análise de resultados dos alunos, e ainda pelo facto de o processo supervisivo estar no segundo ano de três anos de implementação, o que justifica um novo estudo realizado ao A.E.C.B. no final do período de 3 anos de implementação – final do próximo ano letivo.
The word Supervision and its need are disseminated in our society, what one notices through the media which report them related to several areas namely economy, justice or education. What concerns the last area, the accomplishment of the supervisory practises are recommended to the country’s school by extern evaluation reports, which are supported by several national and international studies that show the advantages of its implementation in the teacher’s professional development. Even so, teachers show a huge unease when one approaches the topic and proposes its implementation. This unease, which comes from several factors, is also associated to the type of teachers’ professional culture present in the different schools and also to the associations made to the word Supervision. The purpose of this study is to understand what teachers from an school think about pedagogical supervision and analysing how it influences their teaching sessions. In order to do this, one carried out a mixed nature case study, performing interviews and a questionnaire to the school administrators and to the teachers who teach in the basic and secondary levels from that school, focused in both qualitative and quantitative information for further analysis. From the study carried out, one implies that all the stakeholders consider an increase of collaborative and reflexive practises among teachers through the implementation of the supervisory process which, according to teachers and school directors, takes to, consequently, the improvement of the teachers teaching practises in the school where the case study was performed. Admitting that one cannot include any other results in this case study because one did not include data from the Teaching Sessions Observation and the students’ analysis and results, and finally because the supervisory process is in the second of three years, which supports a new case study performed to A.E.C.B. after three years of implementation – at the end of the next school year.
The word Supervision and its need are disseminated in our society, what one notices through the media which report them related to several areas namely economy, justice or education. What concerns the last area, the accomplishment of the supervisory practises are recommended to the country’s school by extern evaluation reports, which are supported by several national and international studies that show the advantages of its implementation in the teacher’s professional development. Even so, teachers show a huge unease when one approaches the topic and proposes its implementation. This unease, which comes from several factors, is also associated to the type of teachers’ professional culture present in the different schools and also to the associations made to the word Supervision. The purpose of this study is to understand what teachers from an school think about pedagogical supervision and analysing how it influences their teaching sessions. In order to do this, one carried out a mixed nature case study, performing interviews and a questionnaire to the school administrators and to the teachers who teach in the basic and secondary levels from that school, focused in both qualitative and quantitative information for further analysis. From the study carried out, one implies that all the stakeholders consider an increase of collaborative and reflexive practises among teachers through the implementation of the supervisory process which, according to teachers and school directors, takes to, consequently, the improvement of the teachers teaching practises in the school where the case study was performed. Admitting that one cannot include any other results in this case study because one did not include data from the Teaching Sessions Observation and the students’ analysis and results, and finally because the supervisory process is in the second of three years, which supports a new case study performed to A.E.C.B. after three years of implementation – at the end of the next school year.
Description
Keywords
Supervisão Cultura profissional docente Desenvolvimento profissional Supervision Teachers professional culture Professional development