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Abstract(s)
O objetivo principal da presente investigação é estudar o uso do portefólio
reflexivo no âmbito da formação inicial de professores, indagando, junto dos mesmos,
de que forma o portefólio é percecionado como uma ferramenta potencializadora de
aprendizagem e desenvolvimento profissional. Partindo de uma revisão da literatura
específica sobre profissionalidade docente; supervisão pedagógica; portefólio,
reflexividade e desenvolvimento profissional docente e da recolha de dados empíricos
pretendeu-se, através deste estudo de caso, desenvolver um trabalho que permitisse
compreender vários olhares sobre o uso do portefólio reflexivo na formação inicial de
docentes: o olhar dos professores em formação inicial, inexperientes em matéria de
utilização do portefólio; o olhar de professores que, já não estando num processo de
formação inicial, utilizaram esta ferramenta nessa fase da sua formação profissional e
ainda o olhar das supervisoras da prática pedagógica em contexto de formação inicial.
Concluímos ainda, com esta investigação, que a utilização do portefólio
reflexivo pode efetivamente dar resposta à necessidade de se implementarem dinâmicas
de desenvolvimento profissional que favoreçam a criação de verdadeiras comunidades
de aprendizagem profissional (Bolívar, 2012) que promovam uma reflexão sistemática
sobre as práticas docentes, com melhorias visíveis ao nível das aprendizagens de todos
os elementos que dela fazem parte. No entanto, não é possível ignorar que a relação
entre a teoria e a prática se assume, frequentemente, como uma relação não imediata,
pois que influenciada por uma série de constrangimentos de ordem individual,
organizacional e até mesmo política. Por este motivo, a prática profissional nem sempre
corresponde às linhas orientadoras dos processos de formação académica de docentes.
The main objective of this research is to study the use of the reflexive portfolio in initial teacher training, inquiring, among them, how the portfolio is conceived as a potentiating tool for learning and professional development. From a review of the literature on teaching profession; pedagogical supervision; portfolio, reflexivity and teacher professional development and with the collection of empirical data, it was intended, through this case study, to develop a work that would allow us to understand some views about the use of the reflexive portfolio in initial teacher education: teachers in initial training point of view, inexperienced in the use of the portfolio; the perspective of teachers who, no longer being in an initial training process, used this tool in this phase of their training and, finally, the approach of the supervisors of the pedagogical practice in initial training context. With this research, it is possible to conclude that the use of the reflexive portfolio can effectively respond to the need to implement dynamic professional development to encourage the creation of true professional learning communities (Bolívar, 2012) that promote a systematic reflection on teaching practices with visible improvements in the learning of all the elements that are part of it. However, it is not possible to ignore that the relation between theory and practice is assumed, often as a non-immediate connection, since it is influenced by a number of individual order constraints, and even organizational policy. For this reason, professional practice does not always correspond to the guidelines of the academic processes of teachers.
The main objective of this research is to study the use of the reflexive portfolio in initial teacher training, inquiring, among them, how the portfolio is conceived as a potentiating tool for learning and professional development. From a review of the literature on teaching profession; pedagogical supervision; portfolio, reflexivity and teacher professional development and with the collection of empirical data, it was intended, through this case study, to develop a work that would allow us to understand some views about the use of the reflexive portfolio in initial teacher education: teachers in initial training point of view, inexperienced in the use of the portfolio; the perspective of teachers who, no longer being in an initial training process, used this tool in this phase of their training and, finally, the approach of the supervisors of the pedagogical practice in initial training context. With this research, it is possible to conclude that the use of the reflexive portfolio can effectively respond to the need to implement dynamic professional development to encourage the creation of true professional learning communities (Bolívar, 2012) that promote a systematic reflection on teaching practices with visible improvements in the learning of all the elements that are part of it. However, it is not possible to ignore that the relation between theory and practice is assumed, often as a non-immediate connection, since it is influenced by a number of individual order constraints, and even organizational policy. For this reason, professional practice does not always correspond to the guidelines of the academic processes of teachers.
Description
Keywords
Portefólio reflexivo Supervisão pedagógica Reflexividade Formação inicial Prática docente Portfolio Reflectivity Initial training Teaching practice