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Abstract(s)
A presente pesquisa tem como principal objetivo questionar e repensar profundamente a forma e o conteúdo da abordagem inclusiva no universo da supervisão afeta aos Estágios da Inserção Profissional (EIP). Com recurso à Metodologia Quantitativa e a um inquérito por questionário (207 inquiridos) aplicado a estagiários e a professores (supervisores ou cooperantes) da região de Trás-os-Montes e Alto Douro - Portugal, pode-se perceber, a partir dos resultados obtidos, que as instituições de Ensino Superior (IES) devem reestruturar os seus curricula e promover ações de formação e sensibilização extracurriculares sobre a inclusão de pessoas com deficiência nesse contexto. Torna-se ainda evidente que os professores (supervisores ou cooperantes) que observam, acompanham e avaliam os EIP deveriam ter formação específica na área da Inclusão e/ou Educação Especial ou, em alternativa, a constituição dessas equipas deveria contar com um profissional especializado nessas áreas.
This research aims to question and profoundly rethink the form and content of the inclusive approach in the field of supervision in pre-service teacher training and professional integration. In this study we used the Quantitative Methodology and a questionnaire survey (207 respondents) applied to trainees and teachers (university supervisors and cooperating teachers) in the region of Trás-os-Montes e Alto Douro – Portugal. The results obtained showed that higher education institutions should restructure their curricula and promote awareness-raising and training about the inclusion of people with special needs in this context. It’s also clear that teachers (university supervisors or cooperating teachers) who observe, accompany and evaluate pre-service training should have specific training in the area of Inclusion and/or Special Needs Education or, alternatively, these teams should include an expert in these areas.
This research aims to question and profoundly rethink the form and content of the inclusive approach in the field of supervision in pre-service teacher training and professional integration. In this study we used the Quantitative Methodology and a questionnaire survey (207 respondents) applied to trainees and teachers (university supervisors and cooperating teachers) in the region of Trás-os-Montes e Alto Douro – Portugal. The results obtained showed that higher education institutions should restructure their curricula and promote awareness-raising and training about the inclusion of people with special needs in this context. It’s also clear that teachers (university supervisors or cooperating teachers) who observe, accompany and evaluate pre-service training should have specific training in the area of Inclusion and/or Special Needs Education or, alternatively, these teams should include an expert in these areas.
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Keywords
Supervisão pedagógica Inserção profissional Estágio Inclusão Pedagogical supervision Professional integration Training Inclusion