A carregar...
Publicação
Supervisão no ensino superior online: que práticas?
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 101.59 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Nos atuais cenários digitais, destacamos as especificidades do ensino online em particular no ensino superior e respetivos docentes para procurarmos identificar e compreender necessidades de práticas supervisivas, capazes de promover a colaboração entre docentes visando o seu desenvolvimento profissional.
O conceito de supervisão pedagógica tem sido utilizado sobretudo em contextos relacionados com a formação inicial de professores e com o desenvolvimento profissional de docentes do ensino não superior. Paralelamente, o desenvolvimento profissional dos docentes do ensino superior tem privilegiado critérios de desempenho científico menorizando os de natureza pedagógica. É, por isso, fundamental explorar o conceito de supervisão no contexto do ensino online no ensino superior.
No presente artigo, tomamos como referência os conceitos de supervisão pedagógica e desenvolvimento profissional docente. A partir deles, realiza-se uma análise exploratória que visa a identificação e análise de práticas de supervisão em contextos online de ensino e aprendizagem, apontando-se subsídios sobre esta temática.
Framed in current digital scenarios, this work highlights specific online education features, particularly in higher education and professors’ practice, so as to identify and understand the needs for supervising practices capable of promoting collaboration among teachers for their professional development. The concept of pedagogical supervision has mainly been used in contexts related to early-stage teacher training and to professional development (non-higher education teachers). At the same time, teachers’ profes‑ sional development in higher education has privileged criteria of scientific performance, rather than those of a pedagogical nature. It is, therefore, fundamental to explore the concept of supervision in the context of online education at higher education level. In this article, we assume a theoretical approach based on the concepts of pedagogical supervision and teachers’ professional development. From this approach, we develop an exploratory analysis aiming to identify and analyse supervision practices in online teaching and learning contexts, in order to point out innovative views on higher education supervision contexts.
Framed in current digital scenarios, this work highlights specific online education features, particularly in higher education and professors’ practice, so as to identify and understand the needs for supervising practices capable of promoting collaboration among teachers for their professional development. The concept of pedagogical supervision has mainly been used in contexts related to early-stage teacher training and to professional development (non-higher education teachers). At the same time, teachers’ profes‑ sional development in higher education has privileged criteria of scientific performance, rather than those of a pedagogical nature. It is, therefore, fundamental to explore the concept of supervision in the context of online education at higher education level. In this article, we assume a theoretical approach based on the concepts of pedagogical supervision and teachers’ professional development. From this approach, we develop an exploratory analysis aiming to identify and analyse supervision practices in online teaching and learning contexts, in order to point out innovative views on higher education supervision contexts.
Descrição
Palavras-chave
Supervisão pedagógica online Desenvolvimento profissional docente no ensino superior Cenários digitais de ensino e aprendizagem Colaboração Online pedagogical supervision Professional development of higher education professors Digital scenarios for teaching and learning Collaboration
Contexto Educativo
Citação
Henriques, S., Gaspar, M. I., Massano, M. L. (2018). Supervisão no Ensino Superior Online: que práticas?, Revista Portuguesa de Pedagogia, 52(1), 27-41. https://doi.org/10.14195/1647-8614_52-1_2
Editora
Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra