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Centros escolares, supervisão pedagógica e colaborativa: perspetivas de educadores de infância e professores do primeiro ciclo
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Advisor(s)
Abstract(s)
O artigo apresenta resultados atinentes a perspetivas de supervisão pedagógica e colaborativa de docentes, no contexto de um estudo de caso focalizado nos centros escolares (CE) de
um agrupamento, cujos objetivos, entre outros, incluíam: Conhecer conceções e sentimentos
de docentes de educação pré-escolar e 1º ciclo do ensino básico que lecionam em CE de
um agrupamento acerca da supervisão colaborativa; Identificar perspetivas desses docentes
sobre eventuais mais-valias da supervisão colaborativa para o desenvolvimento profissional
e a melhoria das práticas pedagógicas; Averiguar em que medida consideram que existe no
CE em que lecionam práticas consentâneas com a supervisão colaborativa. A metodologia
assumiu uma abordagem interpretativa, com recurso a técnicas quantitativas e qualitativas.
A recolha de dados da investigação iniciou-se com entrevistas a grupos focais, aos quais se
seguiram entrevistas individuais e um inquérito por questionário pré-validado. A análise dos
dados envolveu análise de conteúdo e análise estatística, de natureza descritiva. A discussão
dos resultados valeu-se de procedimentos de triangulação de informações e evidenciou tendências de resposta das quais se salientam i) diversificadas perspetivas sobre o conceito de supervisão: grande parte dos inquiridos conota a supervisão com avaliação de desempenho
docente; considera que esta última não cumpre propósitos de melhoria das práticas docentes;
e aparta do conceito as práticas de colaboração. No entanto, reconhece e valoriza práticas de
colaboração potenciadas pelos centros escolares, de articulação, ajuda, diálogo e melhoria do
desempenho. ii) Paralelamente, destaca-se o contributo para a consolidação do conhecimento
da realidade em estudo, dado pela utilização e posterior triangulação de diversos instrumentos
de recolha de dados.
The article presents results related to perspectives of pedagogical and collaborative supervision of teachers, in the context of a case study focused on school centers, whose objectives, among others, included: Knowing conceptions and feelings of preschool teachers and 1st cycle of basic education about collaborative supervision; Identify his perspectives about the possible added value of collaborative supervision for professional development and the improvement of pedagogical practices; Find out to what extent they consider that exists, is in their schools, teachers practices consistent with collaborative supervision. The methodology used an interpretative approach, using qualitative and quantitative techniques. The collection of research data began with interviews with focus groups, which were followed by individual interviews and a pre-validated questionnaire survey. Data analysis involved content analysis and statistical analysis, of a descriptive nature. The discussion of the results made use of information triangulation procedures and evidenced response trends, of which i) diversified perspectives on the concept of supervision: most respondents connote supervision with the evaluation of teaching performance; considers that the latter does not fulfill the purpose of improving teaching practices and separates collaboration practices from the concept. However, they recognize and value collaborative practices fostered by school centres, articulating, helping, dialoguing, and improving performance. ii) At the same time, the contribution to the consolidation of knowledge of the reality under study is highlighted, given by the use and subsequent triangulation of various data collection instruments.
The article presents results related to perspectives of pedagogical and collaborative supervision of teachers, in the context of a case study focused on school centers, whose objectives, among others, included: Knowing conceptions and feelings of preschool teachers and 1st cycle of basic education about collaborative supervision; Identify his perspectives about the possible added value of collaborative supervision for professional development and the improvement of pedagogical practices; Find out to what extent they consider that exists, is in their schools, teachers practices consistent with collaborative supervision. The methodology used an interpretative approach, using qualitative and quantitative techniques. The collection of research data began with interviews with focus groups, which were followed by individual interviews and a pre-validated questionnaire survey. Data analysis involved content analysis and statistical analysis, of a descriptive nature. The discussion of the results made use of information triangulation procedures and evidenced response trends, of which i) diversified perspectives on the concept of supervision: most respondents connote supervision with the evaluation of teaching performance; considers that the latter does not fulfill the purpose of improving teaching practices and separates collaboration practices from the concept. However, they recognize and value collaborative practices fostered by school centres, articulating, helping, dialoguing, and improving performance. ii) At the same time, the contribution to the consolidation of knowledge of the reality under study is highlighted, given by the use and subsequent triangulation of various data collection instruments.
Description
Keywords
Centros escolares Supervisão educacional Supervisão colaborativa Avaliação de desempenho docente School centers Educational supervision Collaborative supervision Preschool education Teacher accomplishment evaluation