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Supervisão pedagógica e desenvolvimento profissional nos professores da RAA
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Abstract(s)
Esta investigação intitulada Supervisão pedagógica e desenvolvimento profissional nos professores da RAA, terá como propósito investigar e analisar os impactos sobre a visão da supervisão pedagógica por parte dos docentes do 3.º Ciclo do Ensino Básico e Ensino Secundário e presidentes do conselho executivo, para reconhecer se a visão dos professores açorianos em relação com a supervisão é positiva ou restritiva para desenvolvimento profissional. Para alcançar o objetivo do estudo, os conceitos de estudiosos serão apresentados e debatidos para definir o que é supervisão e quais são suas contribuições para o desenvolvimento da área de docência, focando na melhoria da qualidade da equipe docente. Foi adota na presente investigação uma metodologia mista, integrando abordagens quantitativas e qualitativas, com o objetivo de captar a complexidade do fenómeno estudo. Esta partiu da realização de questionários aplicados a professores e entrevistas semiestruturadas realizadas a presidentes dos conselhos executivos das escolas do 3.º Ciclo do Ensino Básico e Ensino Secundário da Região Autónoma dos Açores. Esta combinação metodológica possibilitou uma análise mais completa, através de dados numéricos e narrativos. O estudo revelou que a supervisão pedagógica é, maioritariamente, percecionada como positiva, tendo impacto significativo no desenvolvimento profissional docente. No entanto, esta assume um caráter avaliativo/formal na RAA, associada à avaliação do desempenho docente, especialmente nos momentos de progressão na carreira. Esta apresenta um foco mais administrativo e técnico, sendo percecionada pela comunidade docente como fiscalizadora ou controladora, apesar de todas as potencialidades reconhecidas por estes, os mesmos consideram a necessidade de repensar a forma como se aplica a supervisão na RAA. Embora de forma menos generalizada, o estudo identificou casos pontuais, onde ocorreu uma prática de supervisão pedagógica alicerçada na formação contínua profissional, tendo por base práticas de reflexão entre pares e partilha de ideias e metodologias educativas. Este tipo de supervisão, é considerada mais bem aceite pelos professores e mais eficaz no desenvolvimento profissional.
This investigation, Pedagogical Supervision and Professional Development of Teachers in the Autonomous Region of the Azores (RAA), intends to study the effect of pedagogical supervision from teachers and principals perspectives. The determination is to understand, in this knowledge perspective, if the Azorean educational context supervision process tends toward a positive or constricting view from those who work directly with what takes place within school practice. The paper will be highlighting the main advantages (effects) and significance of supervision in teacher development, with a focus on how can contribute to improvements within education. A mixed-methods approach was adopted, integrating both quantitative and qualitative methodologies, to capture the complexity of the phenomenon under study. Data were collected through questionnaires administered to teachers and semi-structured interviews conducted with school board presidents from lower and upper secondary schools in the Azores. This methodological combination allowed for a more comprehensive analysis using both numerical and narrative data. The study revealed that pedagogical supervision is generally perceived as positive, having a significant impact on teachers’ professional development. However, in the RAA, supervision predominantly assumes a formal/evaluative role, closely linked to performance appraisal, particularly during career progression phases. It tends to have an administrative and technical focus and is often perceived by teachers as controlling or supervisory. Despite recognizing its potential, the teaching community expressed the need to rethink the way supervision is applied in the region. Although less frequent, the study identified specific cases where supervision was grounded in ongoing professional development, involving peer reflection and the sharing of educational ideas and methodologies. This form of supervision is regarded as more positively received by teachers and more effective in fostering professional growth.
This investigation, Pedagogical Supervision and Professional Development of Teachers in the Autonomous Region of the Azores (RAA), intends to study the effect of pedagogical supervision from teachers and principals perspectives. The determination is to understand, in this knowledge perspective, if the Azorean educational context supervision process tends toward a positive or constricting view from those who work directly with what takes place within school practice. The paper will be highlighting the main advantages (effects) and significance of supervision in teacher development, with a focus on how can contribute to improvements within education. A mixed-methods approach was adopted, integrating both quantitative and qualitative methodologies, to capture the complexity of the phenomenon under study. Data were collected through questionnaires administered to teachers and semi-structured interviews conducted with school board presidents from lower and upper secondary schools in the Azores. This methodological combination allowed for a more comprehensive analysis using both numerical and narrative data. The study revealed that pedagogical supervision is generally perceived as positive, having a significant impact on teachers’ professional development. However, in the RAA, supervision predominantly assumes a formal/evaluative role, closely linked to performance appraisal, particularly during career progression phases. It tends to have an administrative and technical focus and is often perceived by teachers as controlling or supervisory. Despite recognizing its potential, the teaching community expressed the need to rethink the way supervision is applied in the region. Although less frequent, the study identified specific cases where supervision was grounded in ongoing professional development, involving peer reflection and the sharing of educational ideas and methodologies. This form of supervision is regarded as more positively received by teachers and more effective in fostering professional growth.
Description
Tese de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta
Keywords
Supervisão pedagógica Supervisor Professores Desenvolvimento Ensino Região Autónoma dos Açores Pedagogical supervision Teachers Development Education Supervisor