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Publication
Follow-up sobre o impacto de um projeto de formação em supervisão pedagógica em duas escolas de ensino regular
Advisor(s)
Abstract(s)
Na presente investigação analisa-se, em regime de follow-up, o impacto do projeto
de formação em Supervisão Pedagógica e Autoavaliação de Escolas, desenvolvido
pelo Observatório Virtual de Supervisão Pedagógica em cooperação com duas
escolas públicas, situadas em Portugal. Especificamente, estudam-se as
repercussões desta formação na promoção de conceções positivas sobre
supervisão pedagógica e analisa-se em que moldes é que a formação foi motor de
transformação das práticas pedagógicas, nomeadamente de práticas
colaborativas, supervisivas e inovadoras.
O enquadramento teórico foca-se no tema da supervisão pedagógica, almejandose alcançar uma maior compreensão sobre esta prática, assim como sobre a sua
relação com a colaboração docente, com o desenvolvimento da profissionalidade
docente e sobre o seu impacto na inovação das práticas educativas.
A parte empírica deste trabalho foi de caracter qualitativo e teve como alvo
preferencial professores identificados como lideranças intermédias. Os resultados
foram recolhidos através de entrevistas por e-mail e de inquéritos por questionários
e foram sujeitos à análise de conteúdo e estatística, respetivamente.
Os resultados revelam que a formação em estudo foi importante para a mudança
de conceções e convicções sobre o conceito de supervisão junto dos professores
que fizeram a formação, mas não teve um grande impacto na transformação das
práticas pedagógicas. Verifica-se, ainda, que as mudanças nas práticas dos
professores, que ocorreram por influência da formação, ao nível de um aumento da
interdisciplinaridade e das práticas colaborativas, não se generalizaram aos
restantes professores das escolas.
In the present investigation is analyzed, in a follow-up regime, the impact of the training project in Pedagogical Supervision and Self-Assessment of Schools, developed by the Virtual Observatory for Pedagogical Supervision in cooperation with two public schools located in Portugal. Specifically, are studied its repercussions in promoting positive conceptions about pedagogical supervision and analyzed how the training was the engine for the pedagogical practice's transformation, namely collaborative, supervisory and innovative practices. The theoretical framework focuses on the pedagogical supervision's topic, aiming to achieve a greater understanding of this practice as its relationship with teaching collaboration, teaching professionalism development, and its impact on the educational practices' innovation. The empirical part of this work was qualitative, aiming to understand the phenomenon in its natural context. Its preferential target was teachers identified as intermediate leaders. Results were collected through e-mail interviews and questionnaire surveys and were subjected to content and statistical analysis, respectively. The results revealed that the understudy training has been significant for changing the conceptions and convictions about supervision concept among the teachers who did the training. Nonetheless, it had a minor impact on the transformation of the pedagogical practices. Also, have been verified that the introduced changes in teacher’s practice, in terms of the increase of interdisciplinary work and collaborative practices, were not used by the remaining teachers in the schools.
In the present investigation is analyzed, in a follow-up regime, the impact of the training project in Pedagogical Supervision and Self-Assessment of Schools, developed by the Virtual Observatory for Pedagogical Supervision in cooperation with two public schools located in Portugal. Specifically, are studied its repercussions in promoting positive conceptions about pedagogical supervision and analyzed how the training was the engine for the pedagogical practice's transformation, namely collaborative, supervisory and innovative practices. The theoretical framework focuses on the pedagogical supervision's topic, aiming to achieve a greater understanding of this practice as its relationship with teaching collaboration, teaching professionalism development, and its impact on the educational practices' innovation. The empirical part of this work was qualitative, aiming to understand the phenomenon in its natural context. Its preferential target was teachers identified as intermediate leaders. Results were collected through e-mail interviews and questionnaire surveys and were subjected to content and statistical analysis, respectively. The results revealed that the understudy training has been significant for changing the conceptions and convictions about supervision concept among the teachers who did the training. Nonetheless, it had a minor impact on the transformation of the pedagogical practices. Also, have been verified that the introduced changes in teacher’s practice, in terms of the increase of interdisciplinary work and collaborative practices, were not used by the remaining teachers in the schools.
Description
Keywords
Follow-up Supervisão pedagógica Práticas pedagógicas Inovação pedagógica Desenvolvimento profissional Docentes Pedagogical supervision Transformation of the pedagogical practices Pedagogical innovation Professional development of teachers
Citation
Bonaccorso, Clara Gonçalves Resende - Follow-up sobre o impacto de um projeto de formação em supervisão pedagógica em duas escolas de ensino regular [Em linha]. [S.l.: [s.n.], 2022. 244 p.