Orientador(es)
Resumo(s)
De entre muitas ideias plasmadas na literatura, podemos inferir a validade da supervisão enquanto processo de desenvolvimento profissional associado ao desenvolvimento humano e de apoio à formação, com um caráter sistemático e sistémico e de monitorização da prática com referência aos meios que a suportam como processo (reflexão-experimentação-reflexão); deste modo, pretende apoiar a aprendizagem profissional contínua que envolve pessoas, saberes, funções e realizações, com a consciência de que este processo não se encerra em si mesmo e se desenvolve através de meios adequados a cada sujeito/contexto, centrada numa conceção democrática que realça a importância da reflexão e aprendizagem colaborativa e horizontal, perspetivando o desenvolvimento de mecanismos que possibilitem a (auto)supervisão e a (auto)aprendizagem e a capacidade de gerar, gerir e partilhar o conhecimento. As competências profissionais e o desenvolvimento docente devem ser consentâneas com as exigências que, cada vez mais, se colocam ao exercício da profissão, no âmbito do atual panorama educativo e das contingências da sociedade contemporânea. É nesta perspetiva que devemos procurar assegurar que os professores se revelem capazes de construir e preconizar diferentes referenciais e instrumentos educativos promotores de aprendizagem. Aceitamos a visão de Korthagen (2010) quando propõe uma abordagem focalizada em problemas e preocupações emergentes dos contextos reais, na reflexão sistemática dos docentes sobre o seu pensamento e a sua ação, a qual deve constituir um processo continuado de consciencialização e reconstrução da prática, implicando, em nosso entender, um saber sólido, uma didática diferenciadora, para além de um aprender a ser e a conviver, implicando, certamente, a (auto)regulação educativa, como meio de formação reflexiva, proporcionando aos docentes uma aprendizagem profissional contínua. A partir de um estudo exploratório de natureza qualitativo, apresentar-se-á o modo como desenvolvemos a indução de novas práticas supervisivas no docente do Ensino Superior, identificando mecanismos facilitadores/constrangedores à implementação de processos de regulação da atividade de ensino entre pares, beneficiando, em nosso entender, o processo de aprendizagem dos alunos (que tornar-se-ão profissionais de educação), bem como nos docentes de outros níveis de ensino, como consequência das possibilidades disponibilizadas pela divulgação dos processos de regulação de atividades de ensino entre pares, previamente identificados, validados e sistematizados, e, por tal, potencialmente benéficos para o processo de aprendizagem dos seus alunos.
Among many ideas embodied in the literature, we can infer the validity of supervision as a process of professional development related with human development and support for training, with a systematic and systemic character and practice monitoring regarding the means that support it as a process (reflection-experimentation-reflection); thus, it intends to support continuous professional learning involving people, knowledge, functions and achievements, with the awareness that this process does not end in itself and develops through appropriate means to each subject/context, centered in a democratic conception that highlights the importance of collaborative and horizontal reflection and learning, with the prospect of developing mechanisms that enable (self)supervision and (self)learning and the ability to generate, manage and share knowledge. Professional competences and teacher development must be consistent with the demands that are increasingly put into practice in the current educational panorama and contemporary society contingencies. It is in this perspective that we should strive to ensure that teachers are able to build and advocate different benchmarks and educational tools for learning promotion. We accept the vision of Korthagen (2010) when proposes an approach focused on problems and concerns emerging from the real contexts, through teachers systematic reflection about their thinking and their action, which should constitute a continuous process of awareness and reconstruction of the practice, implying, in our opinion, a solid knowledge, a differentiated didactics, besides learning about how to be and to live, implying, certainly, the educational (self)regulation, as a means of reflexive formation, providing teachers with continuous professional learning. Upon an qualitative exploratory study, we will present the way in which we develop the induction of new practices overseen in Higher Education, identifying facilitating and constraints mechanisms for the implementation of processes of regulating the teaching activity among peers, benefiting, in our opinion, the learning process of students (who will become education professionals), as well as in teachers of other levels of education, as a consequence of the possibilities provided by the dissemination of teaching activities regulation processes between peers, previously identified, validated and systematized, therefore, potentially beneficial to the learning process of their students.
Among many ideas embodied in the literature, we can infer the validity of supervision as a process of professional development related with human development and support for training, with a systematic and systemic character and practice monitoring regarding the means that support it as a process (reflection-experimentation-reflection); thus, it intends to support continuous professional learning involving people, knowledge, functions and achievements, with the awareness that this process does not end in itself and develops through appropriate means to each subject/context, centered in a democratic conception that highlights the importance of collaborative and horizontal reflection and learning, with the prospect of developing mechanisms that enable (self)supervision and (self)learning and the ability to generate, manage and share knowledge. Professional competences and teacher development must be consistent with the demands that are increasingly put into practice in the current educational panorama and contemporary society contingencies. It is in this perspective that we should strive to ensure that teachers are able to build and advocate different benchmarks and educational tools for learning promotion. We accept the vision of Korthagen (2010) when proposes an approach focused on problems and concerns emerging from the real contexts, through teachers systematic reflection about their thinking and their action, which should constitute a continuous process of awareness and reconstruction of the practice, implying, in our opinion, a solid knowledge, a differentiated didactics, besides learning about how to be and to live, implying, certainly, the educational (self)regulation, as a means of reflexive formation, providing teachers with continuous professional learning. Upon an qualitative exploratory study, we will present the way in which we develop the induction of new practices overseen in Higher Education, identifying facilitating and constraints mechanisms for the implementation of processes of regulating the teaching activity among peers, benefiting, in our opinion, the learning process of students (who will become education professionals), as well as in teachers of other levels of education, as a consequence of the possibilities provided by the dissemination of teaching activities regulation processes between peers, previously identified, validated and systematized, therefore, potentially beneficial to the learning process of their students.
Descrição
Palavras-chave
Supervisão pedagógica Regulação de práticas Desenvolvimento profissional docente Pedagogical supervision Regulation of practices Teacher professional development
Contexto Educativo
Citação
Gonçalves, D., Nogueira, I. C. (2019). (auto)Regulação educativa, como meio de formação reflexiva na formação de professores. In [Proceedings] C. Leite, P. Fernandes (coords.), Currículo, Avaliação, Formação e Tecnologias educativas (CAFTe): II Seminário Internacional, 13 e 14 de junho de 2019, Porto, Portugal. (pp. 479-485). Porto: Centro de Investigação e Intervenção Educativas (CIIE) da Faculdade de Psicologia e de Ciências da Educação (FPCE) da Universidade do Porto (UPorto)
Editora
Universidade do Porto