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Publication
Supervisão pedagógica no contexto educativo nacional: perspetivas, sintomas e práticas
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Authors
Romeiro, Daniel de Jesus Moreira
Advisor(s)
Abstract(s)
Este trabalho de investigação parte da convicção, de carater psicossocial de que o
indivíduo e o meio surgem conectados numa relação dialética que os torna
interdependentes. Assume um carater exploratório, analisando uma amostra não
probabilística, de docentes a lecionar nas diferentes regiões educativas do país e em
distintos momentos do seu trajeto profissional. Recorreu metodologicamente a um
paradigma quantitativo-interpretativo e à aplicação de um inquérito fechado. Procura
conhecer melhor a forma como os docentes entendem e como identificam estar presente,
nos processos de supervisão pedagógica (SvP) vivenciados, um conjunto de construtos
teórico-práticos que suportam a prática hodierna da SvP, apresentados sob a forma de
afirmações. Procura saber qual o contributo atribuído pelos docentes às práticas de SvP
vivenciadas, sobre quatro aspetos fundamentais do seu profissionalismo docente: a
modificação das suas práticas pedagógicas; o aumento do sucesso dos seus alunos; o seu
desenvolvimento profissional; o desenvolvimento do autoconhecimento e crescimento
pessoal. O estudo foca-se em quatro dimensões de análise: i) geral indiferenciada; ii) o
tipo de vínculo laboral com as instituições; iii) o tempo de serviço; iv) as regiões
educativas nas quais lecionam. As principais conclusões mostram que as opiniões dos
docentes variam em função das suas caraterísticas sociodemográficas. Têm uma boa
consciência dos principais construtos teórico-práticos subjacentes à prática da SvP e do
seu contributo para a melhoria do ato educativo, mas consideram a sua presença, nos
processos de SvP vivenciados, muito fraca, em simultâneo que consideram o contributo
para os quatro aspetos supracitados muito mitigados. Assinala-se um foco muito forte na
prática da autossupervisão e na abertura da sala de aula à observação. Existe uma fraca
associação entre a prática da autossupervisão e a presença de processos que promovam e
impliquem a problematização e a reflexão crítica. A abertura da sala de aula à observação
está pouco associada a processos de SvP colaborativos e de promoção de uma abertura a
mudanças. O menor contributo das práticas de SvP é considerado ser para o aumento do
sucesso dos seus alunos e para a modificação das suas práticas pedagógicas. A SvP surge
inserida numa prática que visa sobre tudo a avaliação docente e o desenvolvimento
organizacional, onde a maioria dos docentes associa o desenvolvimento profissional, mais às progressões na carreira e transições burocráticas de escalões, que à melhoria das suas
práticas pedagógicas e ao aumento do sucesso dos seus alunos.
This research study is based on the psychosocial conviction that the individual and the environment are connected in a dialectical relationship that makes them interdependent. It has an exploratory nature, analyzing a non-probabilistic sample of teachers, teaching in different educational regions of the country and at different moments in their professional career. Methodologically, a quantitative-interpretative paradigm and the application of a closed survey were used. It seeks to better understand how teachers understand and how they identify the presence of a set of theoretical-practical constructs that support the current practice of PVS in the processes of pedagogical supervision (PVS) experienced, presented in the form of statements. It seeks to find out what contribution teachers attribute to their lived PVS practices on four key aspects of their teaching professionalism: the modification of their teaching practices; the increase in their students' success; their professional development; the development of self-knowledge and personal growth. The study focuses on four dimensions of analysis: i) general undifferentiated; ii) the type of employment relationship with the institutions; iii) the length of service; iv) the educational regions in which they teach. The main findings show that teachers' opinions vary according to their socio-demographic characteristics. They are well aware of the main theoretical-practical constructs underlying the practice of PVS and their contribution to the improvement of the educational act, but they consider their presence in the PVS processes experienced to be very weak, while they consider their contribution to the four aspects mentioned above to be very limited. There is a very strong focus on the practice of self-supervision and on opening the classroom to observation. There is a weak association between the practice of self-supervision and the presence of processes that promote and involve problematization and critical reflection. The openness of the classroom to observation is weakly associated with collaborative SvP processes and the promotion of openness to change. The least contribution of SvP practices is to increase the success of their students and to modify their pedagogical practices. PVS is embedded in a practice that focuses primarily on teacher evaluation and organizational development, where most teachers associate professional development more with career advancement and bureaucratic transitions of ranks than with improving their teaching practices and increasing their students' success.
This research study is based on the psychosocial conviction that the individual and the environment are connected in a dialectical relationship that makes them interdependent. It has an exploratory nature, analyzing a non-probabilistic sample of teachers, teaching in different educational regions of the country and at different moments in their professional career. Methodologically, a quantitative-interpretative paradigm and the application of a closed survey were used. It seeks to better understand how teachers understand and how they identify the presence of a set of theoretical-practical constructs that support the current practice of PVS in the processes of pedagogical supervision (PVS) experienced, presented in the form of statements. It seeks to find out what contribution teachers attribute to their lived PVS practices on four key aspects of their teaching professionalism: the modification of their teaching practices; the increase in their students' success; their professional development; the development of self-knowledge and personal growth. The study focuses on four dimensions of analysis: i) general undifferentiated; ii) the type of employment relationship with the institutions; iii) the length of service; iv) the educational regions in which they teach. The main findings show that teachers' opinions vary according to their socio-demographic characteristics. They are well aware of the main theoretical-practical constructs underlying the practice of PVS and their contribution to the improvement of the educational act, but they consider their presence in the PVS processes experienced to be very weak, while they consider their contribution to the four aspects mentioned above to be very limited. There is a very strong focus on the practice of self-supervision and on opening the classroom to observation. There is a weak association between the practice of self-supervision and the presence of processes that promote and involve problematization and critical reflection. The openness of the classroom to observation is weakly associated with collaborative SvP processes and the promotion of openness to change. The least contribution of SvP practices is to increase the success of their students and to modify their pedagogical practices. PVS is embedded in a practice that focuses primarily on teacher evaluation and organizational development, where most teachers associate professional development more with career advancement and bureaucratic transitions of ranks than with improving their teaching practices and increasing their students' success.
Description
Keywords
Supervisão pedagógica Práticas educativas Sintomas Perceções Sociodemografia Pedagogical supervision Practices Symptoms Perceptions Sociodemographic
Citation
Romeiro, Daniel de Jesus Moreira - Supervisão pedagógica no contexto educativo nacional [Em linha]: perspetivas, sintomas e práticas. [S.l.]: [s.n.], 2023. 193 p.