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O estágio supervisionado na formação inicial dos educadores de infância : estudo de caso
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Abstract(s)
Este trabalho de investigação, desenvolvido no âmbito do Mestrado em Supervisão Pedagógica, oferecido pela Universidade Aberta, produto de uma busca incessante de informação, tem por intuito analisar e procurar entender qual o impacto dos estágios supervisionados na formação inicial dos educadores de infância. Tendo em conta o conjunto de diversos fatores que influenciam as práticas pedagógicas, este estudo procurará clarificar alguns aspetos inerentes aos mesmos.
Deste modo, o objetivo geral desta investigação é analisar a relevância dos estágios pedagógicos para o processo de formação dos futuros educadores de infância e qual o contributo/influência dos/as educadores/as cooperantes, enquanto supervisores/as neste processo.
Delineamos, com este fim, alguns objetivos específicos: Conhecer a realidade atual do curso de mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico oferecido pela Universidade dos Açores; Compreender o plano implementado pela Instituição, no que concerne às práticas pedagógicas; Perceber se existe um apoio por parte das educadoras cooperantes; Compreender qual a articulação existente entre os diversos agentes formativos; Conhecer o regime de avaliação dos formandos.
Optámos por um estudo de natureza qualitativa, tendo, para o efeito, selecionado como população-alvo os alunos do mestrando em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico, no ano de 2014/2015 da Universidade dos Açores - Pólo de São Miguel, Região Autónoma dos Açores, e as respetivas educadoras cooperantes. A recolha de dados foi efetuada através da realização de entrevistas semiestruturadas, tanto aos alunos, como às educadoras cooperantes. Como principais resultados, pudemos concluir a existência de uma fraca articulação entre as Educadoras Cooperantes e a escola de formação, assim como uma supervisão quase nula, por parte dos orientadores da universidade, aos alunos estagiários. Por sua vez, a relação estabelecida entre os estagiários e a Educadora Cooperante foi, em geral, boa, sendo esta fundamental para uma prática de supervisão favorável.
This research, developed under the Master in Educational Supervision, offered by Universidade Aberta, the product of a relentless pursuit of information, is meant to analyze and try to understand what impact the teaching practice in the initial training of early childhood educators. Given the diverse set of factors that influence pedagogical practices, this study will seek to clarify some aspects inherent to them. Thus, the general objective of this research is to analyze the relevance of teaching practice for the process of formation of future early childhood educators and what contribution/influence of the educators/cooperating teachers, while supervisors of this process. Outlined, for this purpose, some specific objectives: know the current reality of the master's degree course in Pre-primary and Secondary Education offered by the University of the Azores; Understand the plan implemented by the Institution, regarding pedagogical practices; Understand if there is support from cooperating educators; Understand the link between the various training agents; To know the evaluation regime of trainees. We opted for a qualitative study and to this effect, the target population selected as student of the Master's degree in Pre-primary and Primary Education, in the year 2014/2015 of the University of the Azores - São Miguel, Autonomous Region of the Azores, and their respective educators. Data were collected through semi-structured interviews, both to the students and the cooperating educators. As main results, we could conclude that there is a weak articulation between the Cooperating Educators and the training school, as well as almost no supervision by the university advisors to the trainee students. In turn, the relationship established between the trainees and the Cooperating Educator was generally good, and this is fundamental to a favorable supervision practice.
This research, developed under the Master in Educational Supervision, offered by Universidade Aberta, the product of a relentless pursuit of information, is meant to analyze and try to understand what impact the teaching practice in the initial training of early childhood educators. Given the diverse set of factors that influence pedagogical practices, this study will seek to clarify some aspects inherent to them. Thus, the general objective of this research is to analyze the relevance of teaching practice for the process of formation of future early childhood educators and what contribution/influence of the educators/cooperating teachers, while supervisors of this process. Outlined, for this purpose, some specific objectives: know the current reality of the master's degree course in Pre-primary and Secondary Education offered by the University of the Azores; Understand the plan implemented by the Institution, regarding pedagogical practices; Understand if there is support from cooperating educators; Understand the link between the various training agents; To know the evaluation regime of trainees. We opted for a qualitative study and to this effect, the target population selected as student of the Master's degree in Pre-primary and Primary Education, in the year 2014/2015 of the University of the Azores - São Miguel, Autonomous Region of the Azores, and their respective educators. Data were collected through semi-structured interviews, both to the students and the cooperating educators. As main results, we could conclude that there is a weak articulation between the Cooperating Educators and the training school, as well as almost no supervision by the university advisors to the trainee students. In turn, the relationship established between the trainees and the Cooperating Educator was generally good, and this is fundamental to a favorable supervision practice.
Description
Keywords
Estágios Educadores de infância Formação de professores Desenvolvimento profissional Supervisão Educação Orientação pedagógica dos professores Prática pedagógica Estudo de casos Pedagogical practices Supervision Initial training Kindergarten teachers Cooperating teachers Tutorials
Citation
Serpa, Vanessa Belo - O estágio supervisionado na formação inicial dos educadores de infância [Em linha]: estudo de caso. [S.l.]: [s.n.], 2017. 2 vol.