| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.62 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta dissertação teve como objectivo estudar as dinâmicas de supervisão que ocorrem
nos Departamentos Curriculares das escolas públicas, em Portugal. Nesse sentido,
procurou conhecer-se e compreender os processos de supervisão dos coordenadores de
departamento de dois agrupamentos de escolas, as concepções subjacentes à sua prática,
bem como as potencialidades e os constrangimentos que sentem no exercício das suas
funções.
Sendo um estudo de natureza qualitativa, o principal instrumento na recolha de
informação foi a entrevista semiestruturada embora se tenha recorrido igualmente à análise
dos principais documentos internos dos dois agrupamentos. A análise dos dados foi
realizada segundo a técnica da análise de conteúdo. Procurámos questionar o objecto de
estudo analisando-o e confrontando-o com os conhecimentos mais actuais sobre
supervisão, liderança e culturas docentes. O quadro conceptual baseou-se essencialmente
na contribuição dos mais recentes estudos sobre estas temáticas. A revisão da literatura
cobriu as áreas da supervisão, avaliação, liderança e culturas docentes.
O objectivo essencial da supervisão é a dinamização e o acompanhamento do
desenvolvimento da qualidade da escola e de todos os que nela trabalham. Supervisionar é
uma tarefa complexa e de grande responsabilidade e ao supervisor caberá promover o
desenvolvimento pessoal, profissional e organizacional. Os resultados obtidos, neste
estudo, permitem concluir que a dinâmica de funcionamento dos departamentos
curriculares e a forma como os seus coordenadores assumem as funções de supervisores é
diversificada, variando entre escolas e dentro da mesma escola. Igualmente se conclui que
o conceito e as funções de supervisão não estão completamente apreendidas pelos
coordenadores e que as práticas de supervisão encontram-se aquém daquilo que a literatura
considera fundamental para atingir os objectivos propostos. A observação mútua de aulas
como prática de supervisão, formativa e colaborativa, com vista à melhoria dos
desempenhos, não é prática em nenhum departamento curricular apesar da sua relevância
para a melhoria do desempenho docente e, por conseguinte, para a melhoria da escola. Em
consequência, apresentamos algumas propostas de reformulação das práticas de supervisão
mais adequadas ao quadro conceptual proposto pela literatura da especialidade.
This thesis aimed to study the dynamics of supervision occurring in the Curricular Departments of state schools, in Portugal. In this respect, we intended to know and understand the processes of supervision of the Department Headteachers in two school clusters, the underlying concepts in their practice, as well as the potential and the constraints they feel in the exercise of their duties. Being a qualitative study, the main instrument for collecting information was the semistructured interview although it has also resorted to the analysis of key internal documents of the two clusters. Data analysis was performed according to the technique of content analysis. We sought to question the subject of study by analyzing it and comparing it with the most current knowledge about supervision, leadership and teaching cultures. The conceptual framework was based primarily on the contribution of the most recent studies on these topics. The literature review covered the areas of supervision, evaluation, leadership and teaching cultures. The main objective of supervision is to monitor the development and promotion of school quality and all who work there. Supervision is a complex task of great responsibility and the supervisor will be responsible to promote the personal, professional and organizational development. The results obtained in this study showed that the work of curricular departments and the way their headteachers assume the role of supervisors is diverse, ranging from schools and within the same school. It is also concluded that the concept and supervisory functions are not completely understood by the headteachers and supervisory practices fell short of what the literature considers essential to achieve the objectives defined. The peer observation of lessons, as a training and collaborative practice of supervision, is not found in any curricular department despite its relevance to the improvement of teacher performance and, therefore, the school improvement. As a result of that, we present some proposals to recast supervisory practices to bring them closer of the conceptual framework proposed by the literature.
This thesis aimed to study the dynamics of supervision occurring in the Curricular Departments of state schools, in Portugal. In this respect, we intended to know and understand the processes of supervision of the Department Headteachers in two school clusters, the underlying concepts in their practice, as well as the potential and the constraints they feel in the exercise of their duties. Being a qualitative study, the main instrument for collecting information was the semistructured interview although it has also resorted to the analysis of key internal documents of the two clusters. Data analysis was performed according to the technique of content analysis. We sought to question the subject of study by analyzing it and comparing it with the most current knowledge about supervision, leadership and teaching cultures. The conceptual framework was based primarily on the contribution of the most recent studies on these topics. The literature review covered the areas of supervision, evaluation, leadership and teaching cultures. The main objective of supervision is to monitor the development and promotion of school quality and all who work there. Supervision is a complex task of great responsibility and the supervisor will be responsible to promote the personal, professional and organizational development. The results obtained in this study showed that the work of curricular departments and the way their headteachers assume the role of supervisors is diverse, ranging from schools and within the same school. It is also concluded that the concept and supervisory functions are not completely understood by the headteachers and supervisory practices fell short of what the literature considers essential to achieve the objectives defined. The peer observation of lessons, as a training and collaborative practice of supervision, is not found in any curricular department despite its relevance to the improvement of teacher performance and, therefore, the school improvement. As a result of that, we present some proposals to recast supervisory practices to bring them closer of the conceptual framework proposed by the literature.
Description
Keywords
Supervisão Liderança intermédia Coordenador de departamento Supervisor Escola reflexiva Escola colaborativa Supervision Middle management Department headteacher Superviser Reflective school Collaborative school