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Abstract(s)
Esta investigação centra-se na construção e sustentação das teorias práticas de educadores de infância, nas transformações ocorridas (no final da formação inicial e nove anos decorridos sobre a sua conclusão), identificando os fatores influentes na construção dessas teorias - formação, supervisão e socialização profissional. De forma complementar foca-se nas estratégias de construção de conhecimento das crianças como finalidade da ação do educador. Concebemos como possível a construção do saber profissional na linha de uma epistemologia da prática (Alarcão & Roldão, 2008; Schön,1983), perspetiva que implica construir a formação sobre a prática reflexiva, crítica, teorizadora, analítica e, por isso produtora do saber profissional. Implica a adoção de lógicas de formação centradas na construção de conhecimento profissional a partir, e por dentro, da própria prática da atividade docente (Roldão, Hamido & Galveias, 2004). A construção do saber profissional é condição determinante para afirmação da profissionalidade do educador (Hargreaves, 1998; Zeichner, 1993) e para uma formação sustentada que seja resiliente às características muitas vezes adversas dos contextos educativos em que os educadores iniciam a profissão, possibilitando a adoção de práticas educativas inovadoras.
Através de um estudo qualitativo de pequena escala, numa perspetiva longitudinal, realizámos duas entrevistas semi-estruturadas a cada uma das quatro participantes nas duas fases da investigação e uma Entrevista de Recordação/Reconstrução Estimulada (Meijer, Zanting & Verloop, 2002) que teve como base uma aula observada e vídeo gravada na fase final da formação inicial. O Estudo permitiu conhecer o conteúdo das teorias práticas em duas fases diferentes do desenvolvimento profissional e de uma forma geral podemos afirmar que o programa formativo inicial (2002-2006) influenciou significativamente as crenças e o conhecimento prático dos educadores sobre a forma como se pode organizar o processo de ensino aprendizagem das crianças em contexto pré-escolar. As dimensões em que foram mais visíveis essas influências foram na organização do processo de ensino-aprendizagem centrado na perspetiva da aprendizagem da criança, reconhecendo as suas capacidades, dando-lhes estímulos para pensar, comunicar e agir. O confronto com as posições expressas nas segundas entrevistas, 9 anos depois, revelam que estas estratégias foram ampliadas ao longo do desenvolvimento profissional - de estratégias focadas na atuação didática do educador, nomeadamente na educação em ciência, para as várias dimensões do quotidiano das crianças, nomeadamente a organização do ambiente educativo (espaço, tempo, formas de organizar o grupo) - e afirmada a sua centralidade na construção do processo de aprendizagem.
This investigation focuses on the construction and grounds of early childhood educators’ personal practical theories, its transformations (in the first year after the initial training period and after nine years after the end of vocational training) and the identification of the factors that were involved and influenced the construction and modification of these theories, in particular training, supervision and professional socialization. Complementary focus was also on knowledge-building strategies in children as a purpose of the educator's action. We conceive knowledge construction in a line of epistemology of practice (Alarcão e Roldão, 2008; Schön, 1983), which involves reflexion, critique, analysis, and theorizing, in order to produce professional knowledge. Teacher training implies strengthening the professionalism and construction of professional knowledge from, and within teaching practice (Roldão, Hamido & Galveias, 2004). The construction of knowledge is crucial to teacher autonomy and professionalism (Hargreaves, 1998; Zeichner, 1993) as a training that is resilient to adverse features of educational contexts in which educators begin to work and facilitate the adoption of innovative educational practices. Through a small scale qualitative study, with a longitudinal perspective, we held two semi-structured interviews to each of the four participants, in the two stages of the investigation and a Stimulated Recall Interview (Meijer, Zanting & Verloop, 2002) that was based on observed and recorded video lessons in the final practice of teacher training. The study made possible to know the contents of the practical theories in two different stages of professional development and we can say that the training programme (2002-2006) significantly influenced the beliefs and the practical knowledge of educators about how they can organize the teaching learning process of children in a pre-school context. The dimensions in which these influences were more visible were in the organization of the teaching-learning process centred on the child's learning perspective, recognizing his abilities, giving stimuli to think, communicate and act. These strategies have been expanded throughout the professional development period – from strategies focused on Science Education and “World Knowledge” to various dimensions of the everyday life of children, as routines, and the organization of the educational environment (space, time, group organization) as a learning space.
This investigation focuses on the construction and grounds of early childhood educators’ personal practical theories, its transformations (in the first year after the initial training period and after nine years after the end of vocational training) and the identification of the factors that were involved and influenced the construction and modification of these theories, in particular training, supervision and professional socialization. Complementary focus was also on knowledge-building strategies in children as a purpose of the educator's action. We conceive knowledge construction in a line of epistemology of practice (Alarcão e Roldão, 2008; Schön, 1983), which involves reflexion, critique, analysis, and theorizing, in order to produce professional knowledge. Teacher training implies strengthening the professionalism and construction of professional knowledge from, and within teaching practice (Roldão, Hamido & Galveias, 2004). The construction of knowledge is crucial to teacher autonomy and professionalism (Hargreaves, 1998; Zeichner, 1993) as a training that is resilient to adverse features of educational contexts in which educators begin to work and facilitate the adoption of innovative educational practices. Through a small scale qualitative study, with a longitudinal perspective, we held two semi-structured interviews to each of the four participants, in the two stages of the investigation and a Stimulated Recall Interview (Meijer, Zanting & Verloop, 2002) that was based on observed and recorded video lessons in the final practice of teacher training. The study made possible to know the contents of the practical theories in two different stages of professional development and we can say that the training programme (2002-2006) significantly influenced the beliefs and the practical knowledge of educators about how they can organize the teaching learning process of children in a pre-school context. The dimensions in which these influences were more visible were in the organization of the teaching-learning process centred on the child's learning perspective, recognizing his abilities, giving stimuli to think, communicate and act. These strategies have been expanded throughout the professional development period – from strategies focused on Science Education and “World Knowledge” to various dimensions of the everyday life of children, as routines, and the organization of the educational environment (space, time, group organization) as a learning space.
Description
Keywords
Teorias práticas pessoais Construção do conhecimento profissional Pedagogia da infância Formação de professores Personal practical theories Teacher professional knowledge Early childhood pedagogy Teacher education