Abstract(s)
Este trabalho reflete parte da minha jornada de profissional nestes
vinte e um anos de serviço enquanto professora.
Centrei este trabalho no estágio pedagógico, essa etapa da formação
de professores tão importante para o seu desenvolvimento profissional.
Comecei por fazer uma resenha histórica da formação de professores
em Portugal e da formação de professores, concretamente, na instituição
Universidade do Minho.
Explorei algumas temáticas relacionadas com “este tempo” incluído
na formação inicial de professores, destacando momentos como os
seguintes:
a supervisão como ponte na passagem de professor estagiário a
professor;
as relações que se estabelecem entre os pares envolvidos neste
binómio/trinómio. E a forma como os pares se veem e se
encontram;
a importância da reflexão e a sua tradução na ação e para a
ação.
A elaboração deste relatório reflexivo permitiu-me encontrar respostas
para diversas questões que desde há anos me assaltavam, mas levantou
igualmente novas dúvidas para as quais espero vir, um dia, a encontrar
esclarecimento. Reforçada saiu a ideia, que me parece nuclear, da natureza
essencial das relações desenvolvidas no período de estágio, entre a figura do
supervisor e do aprendiz de professor. Relações cuja fecundidade resulta
não apenas do estabelecimento de vínculos profissionais mas, em igual
medida, da capacidade para gerar profícuas relações intersubjectivas.
This paper reflects part of my professional journey over the last twenty one years of duty. I focused it on my teaching practice, that stage of the process of teaching which is so important for our professional development. I started by doing an historical review of the training of teachers in Portugal, and of that specific training in University of Minho. I explored some themes related to this period included in the initial training of teacher, outlining moments such as: supervision as the bridge that operates the transition from trainee teacher to teacher; the relationships that are established between those involved in this binomial/trinomial. And the way the peers see themselves and deal with each other. the importance of reflexion and it translation into and for action. My reflexion reinforced the idea, that seems to me a nuclear one, of the essential nature of the relationships developed along the period of teaching practice between the supervisor figure and that of the teacher apprentice. Relationships whose fertility result not only from the establishnment of professional links but also from the ability to generate profitable intersubjective relationships.
This paper reflects part of my professional journey over the last twenty one years of duty. I focused it on my teaching practice, that stage of the process of teaching which is so important for our professional development. I started by doing an historical review of the training of teachers in Portugal, and of that specific training in University of Minho. I explored some themes related to this period included in the initial training of teacher, outlining moments such as: supervision as the bridge that operates the transition from trainee teacher to teacher; the relationships that are established between those involved in this binomial/trinomial. And the way the peers see themselves and deal with each other. the importance of reflexion and it translation into and for action. My reflexion reinforced the idea, that seems to me a nuclear one, of the essential nature of the relationships developed along the period of teaching practice between the supervisor figure and that of the teacher apprentice. Relationships whose fertility result not only from the establishnment of professional links but also from the ability to generate profitable intersubjective relationships.