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Abstract(s)
Perante os novos e exigentes desafios que se colocam, hoje, à Escola do século XXI, e para que esta possa contribuir com respostas mais adequadas e contextualizadas à complexidade da realidade de cada percurso educativo e formativo, é imprescindível poder contar com professores que acreditam no seu poder e nas suas capacidades de Transformação, de Recriação e de Autorregulação da sua prática e se comprometam com a Mudança. Assumindo o desenvolvimento profissional docente simultaneamente como motor, processo e produto da ação pedagógica, apontam-se três dimensões que se consideram cruciais nesse desenvolvimento - a intervisão, a colaboração e a avaliação. Neste sentido, o presente estudo aborda a investigação-ação-colaborativa que foi desenvolvida, durante o ano letivo 2016-2017, na Escola Profissional de Agricultura de Carvalhais, Mirandela, no âmbito da consultoria de proximidade “Colaborar para Aprender” (COPA), do Serviço de Apoio à Melhoria da Educação (SAME), da Faculdade de Educação e Psicologia (FEP), da Universidade Católica Portuguesa (UCP), Católica Porto. Relata-se uma experiência de desenvolvimento de práticas de formação em ação, dentro da sala de aula, baseada na intervisão e partilha entre professores dos cursos qualificantes de dupla certificação, de níveis IV e III (cursos profissionais e cursos de educação e formação), no processo observação de aulas por pares multidisciplinares. Em clima de colaboração, os professores da EPA afirmaram-se como uma equipa pedagógica capaz de refletir criticamente sobre as suas práticas para melhorar o processo de ensino e aprendizagem. Esta “avaliação construtiva”, problematizadora e refletida pelo próprio professor, em conjunto com os seus pares, sobre a prática pedagógica, potenciou o empoderamento, a emancipação, o desenvolvimento profissional, pessoal e organizacional na procura da construção de uma identidade profissional cada vez mais consciente, empenhada e responsável.
Considering the new and demanding challenges that the 21st century school system has ahead, and so that it may react with more adequate and contextualized answers to the complex reality of each educational and formative path, it is essential to count on teachers who believe in their power and skills to transform, to recreate and self regulate their practice and to commit themselves to change. Accepting the teacher’s professional development simultaneously as engine, process and product of the pedagogical action, three dimensions can be considered as crucial to that development- peer-supervision, collaboration and evaluation. Thus, this study presents the collaborative action and research that was developed during the 2016-17 school year in Escola Profissional de Agricultura de Carvalhais/Mirandela (Vocational School of Agriculture), included in the proximity consultancy “Collaborate to Learn” (COPA), from the Support to Education Improvement Service (SAME), from the Faculdade de Educação e Psicologia, da Universidade Católica Portuguesa (Education and Psychology Faculty from the Universidad Catholica Portuguesa-UCP). An experiment combining the development of training practices is described, in the classroom context, based on peer-supervision and sharing of experiences among teachers from qualifying and double certification courses, levels IV and III (vocational education courses and education and training courses) through the attendance and observation of lessons by multidisciplinary colleagues. In a collaborative environment, EPA’s teachers have affirmed themselves as an educational team capable of thinking critically about their practice so as to improve learning. This “constructive evaluation”, reasoned and reflected by the own teacher, together with his/her peers, starting from his/her own teaching practice is a sine qua non guarantee of his/her emancipation and professional, personal and organizational affirmation and consequently of his/her teaching development of an aware, responsible, committed and professional identity.
Considering the new and demanding challenges that the 21st century school system has ahead, and so that it may react with more adequate and contextualized answers to the complex reality of each educational and formative path, it is essential to count on teachers who believe in their power and skills to transform, to recreate and self regulate their practice and to commit themselves to change. Accepting the teacher’s professional development simultaneously as engine, process and product of the pedagogical action, three dimensions can be considered as crucial to that development- peer-supervision, collaboration and evaluation. Thus, this study presents the collaborative action and research that was developed during the 2016-17 school year in Escola Profissional de Agricultura de Carvalhais/Mirandela (Vocational School of Agriculture), included in the proximity consultancy “Collaborate to Learn” (COPA), from the Support to Education Improvement Service (SAME), from the Faculdade de Educação e Psicologia, da Universidade Católica Portuguesa (Education and Psychology Faculty from the Universidad Catholica Portuguesa-UCP). An experiment combining the development of training practices is described, in the classroom context, based on peer-supervision and sharing of experiences among teachers from qualifying and double certification courses, levels IV and III (vocational education courses and education and training courses) through the attendance and observation of lessons by multidisciplinary colleagues. In a collaborative environment, EPA’s teachers have affirmed themselves as an educational team capable of thinking critically about their practice so as to improve learning. This “constructive evaluation”, reasoned and reflected by the own teacher, together with his/her peers, starting from his/her own teaching practice is a sine qua non guarantee of his/her emancipation and professional, personal and organizational affirmation and consequently of his/her teaching development of an aware, responsible, committed and professional identity.
Description
Keywords
Profissão docente Intervisão Colaboração Avaliação Teaching profession Peer-supervision Collaboration Evaluation
Citation
Moreno, C.; Orvalho, L. (2018). Intervisão entre pares multidisciplinares no ensino profissional. In R. P. Lopes, M. V. Pires, L. Castanheira, E. M. Silva, G. Santos, C. Mesquita, & P. Vaz (Eds.). III Encontro Internacional de Formação na Docência (INCTE): livro de atas. (pp.673-683). Bragança, Portugal: Instituto Politécnico de Bragança. ISBN: 978-972-745-241-5