Loading...
Publication
Os estudos de aula como estratégia de supervisão colaborativa de professores de inglês
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.38 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Num cenário educativo em reconstrução, de que o alargamento do campo da supervisão
pedagógica à formação continuada é parte integrante, os professores não podem continuar
a perpetuar o exercício profissional docente de um modo solitário e arredado das
potencialidades interativas da sua praxis construída dentro da profissão. Neste sentido, os
estudos de aula, um processo de desenvolvimento profissional de professores, emergem
como uma estratégia supervisiva formativa, colaborativa e reflexiva centrada na prática
letiva em aula. Optamos, deste modo, por uma investigação de natureza qualitativa e
interpretativa com design de estudo de caso de um grupo de professoras de inglês dos 1.º
e 2.º ciclos do ensino básico, participantes em dois ciclos de estudos de aula. O objetivo do
presente estudo é compreender o modo como um processo de supervisão pedagógica
horizontal pode, em contexto de formação ao longo da vida, promover o desenvolvimento
profissional dos professores de Inglês dos 1.º e 2.º ciclos do ensino básico de um
Agrupamento de Escolas da zona centro.
Os dados foram recolhidos por observação participante com gravação áudio das sessões
de trabalho, das aulas de investigação (research lessons) e da realização de entrevistas.
O enquadramento teórico é sustentado por dois grandes eixos: (i) a supervisão pedagógica
colaborativa e os estudos de aula; (ii) e o desenvolvimento profissional docente, que
integra o trabalho reflexivo num processo progressivo de construção profissional ao longo
de toda a vida do professor. Esta investigação visa, assim, contribuir para a compreensão
dos contributos da supervisão pedagógica colaborativa assente na desconstrução de três
solidões, na co-construção de uma solidariedade e na edificação de práticas de ensino
colaborativas e reflexivas entre professores de Inglês dos 1.º e 2.º ciclos do ensino básico.
Os resultados permitem concluir que as professores participantes mudaram a sua conceção
de supervisão pedagógica, considerando que, o processo de supervisão colaborativa
experimentado com os estudos de aula, foi um contributo para o seu desenvolvimento
profissional. Contudo, este potencial transformador não foi alcançado em ambientes
institucionais.
In an educational scenario under reconstruction, in which the expansion of the field of pedagogical supervision to lifelong training is an integral part, teachers cannot continue to perpetuate the professional teaching exercise in a solitary way, aloof from the interactive potential of their praxis built within the profession. In this sense, lesson studies, a process of teacher professional development, emerge as a formative, collaborative and reflective supervisory strategy centred on teaching practice within the classroom. In this way, we opted for an investigation of a qualitative and interpretative nature with a case study design of a group of teachers from the 1st and 2nd cycles of primary education participating in two cycles of lesson studies. The aim of this study is to understand how a process of horizontal pedagogical supervision can, in the context of continuing training, promote the professional development of English teachers in the 1st and 2nd cycles of primary education in a Cluster of Schools located in the midlands of Portugal. Data were collected through participant observation with audio recording of work sessions, research lessons and interviews. The theoretical framework is supported by two main axes: (i) collaborative pedagogical supervision and lesson studies; (ii) and teacher professional development, which integrates reflective work in a progressive process of professional construction throughout the life of the teacher, and professional teaching cultures. This investigation aims, therefore, to contribute to the understanding of the contributions of the shared pedagogical supervision based on the “deconstruction of three solitudes, the co-construction of one solidarity” and the construction of collaborative and reflective teaching practices among English teachers from the 1st and 2nd cycles of basic education. Findings show that teachers changed their conception of pedagogical supervision and considered that the collaborative supervision process experienced with lesson studies was a contribution to their professional development. However, this transformative potential has not been achieved in institutional settings.
In an educational scenario under reconstruction, in which the expansion of the field of pedagogical supervision to lifelong training is an integral part, teachers cannot continue to perpetuate the professional teaching exercise in a solitary way, aloof from the interactive potential of their praxis built within the profession. In this sense, lesson studies, a process of teacher professional development, emerge as a formative, collaborative and reflective supervisory strategy centred on teaching practice within the classroom. In this way, we opted for an investigation of a qualitative and interpretative nature with a case study design of a group of teachers from the 1st and 2nd cycles of primary education participating in two cycles of lesson studies. The aim of this study is to understand how a process of horizontal pedagogical supervision can, in the context of continuing training, promote the professional development of English teachers in the 1st and 2nd cycles of primary education in a Cluster of Schools located in the midlands of Portugal. Data were collected through participant observation with audio recording of work sessions, research lessons and interviews. The theoretical framework is supported by two main axes: (i) collaborative pedagogical supervision and lesson studies; (ii) and teacher professional development, which integrates reflective work in a progressive process of professional construction throughout the life of the teacher, and professional teaching cultures. This investigation aims, therefore, to contribute to the understanding of the contributions of the shared pedagogical supervision based on the “deconstruction of three solitudes, the co-construction of one solidarity” and the construction of collaborative and reflective teaching practices among English teachers from the 1st and 2nd cycles of basic education. Findings show that teachers changed their conception of pedagogical supervision and considered that the collaborative supervision process experienced with lesson studies was a contribution to their professional development. However, this transformative potential has not been achieved in institutional settings.
Description
Keywords
Supervisão pedagógica colaborativa Estudos de aula Desenvolvimento profissional Culturas profissionais Collaborative pedagogical supervision Lesson studies Professional development Professional teaching cultures
Citation
Ferreira, Carla Alberta de Oliveira - Os estudos de aula como estratégia de supervisão colaborativa de professores de inglês [Em linha]. [S.l.]: [s.n.], 2022. 273 p.