Thèses : « Supervisione pedagogica »

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OGGIONNI, FRANCESCA. « La supervisione pedagogica. Quadri concettuali, pratiche e criticità ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28149.

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Pedagogical supervision is a meta-reflective tool thanks to which professional educators can experience the generative potential of reflection, dialogue with colleagues and comparison between knowledge acquired on the field, theories founding their praxis and intervention strategies developed in relation to different subjects, contexts and institutional partners. It is a vocational tool where thought and learning about educators’ professional identity and role, analyzed by focusing on premises, practices and praxis, looking for coherence between planning actions and intervention methodologies. It is a fundamental tool in broadening educators’ professional culture, even though it is hardly recognized as essential and indispensable. The present study starts from the belief that educators’ professionalism has to be thought and must make use of tools able to activate and oversee reflective and dialogical processes of (self-)evaluation and practical transformation, leading to the development of theories. Pedagogically centered reflection shared within work teams, services and organizations enables educators to review their praxis in terms of intentional aims and educational projects; but, above all, it makes them able to conceptualize knowledge acquired on the field and strengthen their own professional identity. The scanty production of thought around pedagogical supervision is an indication of its complexity, as well as the pedagogue’s difficulty in recognizing and being recognized as "the" depositary of knowledge about education as a profession. This in turn leads to the consequent risk of delegating the task of expanding the interpretative framework in which educational events are included to professionals from different disciplines, thus losing sight of the specific pedagogical point of view and aims. This study takes part in an open pedagogical debate, useful for increasing knowledge, but especially focusing on the significance and recognition of pedagogical supervision as a practice for supporting and enhancing educational professionalism, since it is an essential tool for the development of educators’ professional culture. Supervision, first of all, has been observed as an object to clarify both on the level of praxis and meanings, making a methodological mixture between phenomenological approach and grounded theory. The research was carried out, therefore, keeping the plan of theorization and the plan of praxis in constant and recursive dialogue: literature analysis and comparison with subjects making use of supervision as a professional tool were carried out simultaneously, through frequent references and stimuli to further reflection and investigation. Literature has provided information concerning the functions and the possible structures by which the supervision process can be accomplished; in order to extract from practices the multiplicity of contents, methodologies and reflections circulating within socio-educational services, a series of interviews were carried out with people variously involved in the supervision process: educators, representatives of organizations, professional supervisors. Therefore, supervision was enriched with elements of concreteness taken from narrations of current experiences, that have further defined it as a dynamic process, modulated according to needs and functions defined by work teams, starting from the formulation of questions on meaning and from the negotiation of objectives and contents. Supervision is not focused on practical problems, although it produces significant effects on the praxis through the implementation of reflective processes that increase educators’ levels of awareness and professionalism. It is a support tool in the process of constructing a professional identity and role, transversal to different areas and contexts of intervention. The professional figure of supervisor appears crucial, not only because his/her conceptual frameworks direct the focus of attention on education processes, but also because his/her methods of constructing the setting and management of working groups determine the course and the effectiveness of the supervision process. He/she has to show complete mastery in specific knowledge and transversal skills for whose acquisition, currently, he/she has assumed autonomous responsibility of self-training. However, a second level learning and training course (for which a structure hypothesis has been formulated) as well as a professional lifelong learning process are highly desirable. Within socio-educational services, multiple meta-reflective experiences related to learning, counseling, coordination and research processes are performed; a comparison with supervision has been made, offering some thoughtful insights about potentially confusing overlapping areas. Finally, in order to complete the attempt of analysis and recomposition of complexity, supervision has been replaced within the composite picture of places of reflection on educators’ professionalism, alongside team meetings, communities of practice and meaningful informality of daily comparison with colleagues and clients, as well as the need for self-reflective processes. These are thoughtful places in which educators can gain multiple skills and knowledge, broadening their professional culture.

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Ndlala, Mangena William. « The pedagogical significance of supervision and inspection in black secondary schools with special reference to KaNgwane ». Thesis, University of Zululand, 1985. http://hdl.handle.net/10530/720.

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A dissertation submitted to the Faculty of Education at the University of Zululand in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1985.
The purpose of this research was to determine the pedagogical significance of supervision and inspection as professional services offered to Black secondary schools with special reference to KaNgwane. The concern in educational administration is quality. This emanates from the assumption that everyone aspires to receive education of good quality. Supervision and inspection, as administrative strategies, aim at bringing about and maintaining such educational quality as may be desired. Inspectors are professional agents who, from time to time, offer supervisory and inspection services to schools. Success in the execution of this task is determined by the extent to which objectives and procedures are considered in the planning and admin¬istration thereof. This study opened with an orientation to the problem and related, issues. Findings from literature, interviews and questionnaires were related to the theory discussed in chapters two and three on supervision and inspection. This research revealed that there is inadequate consideration of objectives and procedures in the administration of supervision and inspection in KaNgwane. This implies that there is a great need for improvement of the current supervisory and inspection procedures. Application of the scientific management procedures, such as 'Supervision and Inspection by Objectives* (SIBO), have better chances of improving the quality of education than a haphazard approach devoid of clear objectives. It is hoped that the recommendations resulting from the findings in this research will be utilised with a view to improving the quality of educational administration, which is a prerequisite for the improvement of the quality of education as a whole.

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Hammarström-Lewenhagen, Birgitta. « Följ mig bortåt vägen... : om pedagogisk handledning i förskolan ». Licentiate thesis, Stockholms universitet, Lärarhögskolan i Stockholm (LHS), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-101156.

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The main issue of this work concerns the meaning of educational supervisionas a tool for collaborative work-related knowledge formation in preschool. The study is based upon and complements the analysis of the phenomenoneducational supervision in a previous study presented in my previousbook Det mångtydiga mötet – ett försök att förstå komplexiteten i pedagogiskhandledning med yrkesverksamma [The many folded encounter – anattempt to understand the complexity in collaborative educational supervision].Supervision dialogues are in the focus as one of several tools for developingthe content of knowledge in preschool, the knowledgebase of the professionals,and their coping with professional issues within their daily work.These two studies together form my licentiate treatise. For studying the phenomenon,two perspectives have been used: a societal and an inter-subjectiveperspective. Educational supervision, as an epistemic culture, is analysed inrelation to an emerging knowledge society. The implementation of a new curriculum for preschool, with its model forparticipatory goal-steering, has been the basis for the analysis of the supervisionprocess as an activity for knowledge formation. The analysis is relatedto curriculum theory. Issues related to power are crucial in contexts for supervision.These are analysed with regards to the participators in the supervisiondialogue on the one hand, and to institutional actors, e.g. the relationshipbetween university and preschool and between the professionals in a localpreschool and the administrative level of the municipality, on the other. Thefundamental premise of the work has been that supervision is to be conductedon the conditions of those being supervised. The study relies on previous experiences of and reflections on supervisionas well as on consultee-centered case consultation. Further material and methodsused for the study are interviews with supervisors and supervised, andtextual analysis of contemporary educational literature on supervision. Thelatter includes both a close and a distanced re-reading of my above mentionedbook. Educational supervision of professionals seems to have developedinto a specific domain within the field of supervision. As a result of the review,supervision was categorised as three approaches with regards to their respectiveoverarching goal. The potentially positive and negative effects of supervision, as well assome pitfalls, have been identified. The conclusions concern criteria for goodsupervision that contribute to a dialogue for knowledge formation within aninter-subjective perspective. An inter-subjective relation, with an object forsupervision that is negotiated with regards to autonomy as well as reciprocalityis emphasized. A narrative strategy for supervision is seen as a possibilityfor developing a professional language and a domain for further investigations.

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Samoukovic, Biljana. « Re-conceptualizing teacher expertise : teacher agency and expertise through a critical pedagogic framework ». Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/2006.

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Public and scholarly debates on what it means to be a successful teacher are characterized by increasingly pronounced differences in how various political, legislative, and professional groups define successful teaching. In response to pressures posed by these polarized discourses, critical pedagogic research on education contrasts contested views on the nature of knowledge and critiques the standardization of knowledge in schools. There is a general consensus in the research that it is necessary for teachers to develop an understanding of a rapidly changing world, and an understanding of students coming from various social milieus who are often unwilling to accept a uniform set of knowledge and values it promotes. Thus, the body of knowledge and the values which are supposed to be passed on to new generations of students continue to be points of contention in education. It is necessary for teachers to be aware of why certain sets of knowledge, skills, and values should be promoted in increasingly diverse school settings. In this expanded view of the teachers’ role and of teacher expertise, teacher agency, the nature of knowledge, sociopolitical relations, and power relations need to be considered. In this dissertation I examine the interplay of these factors by examining the extant research and then analyzing the perceptions of a group of teacher participants in a qualitative study. I have synthesized the findings to develop a new concept of teacher agency expertise in a critical pedagogic sense. I clarify the relationship between teacher expertise and teacher agency. The concept of teacher expertise requires that teacher agency be conceived of in terms of its collective expressions and its larger influence, as well as the aim of effective teaching for equity and social justice.

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Fox, Antonia M. « Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I ». W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618732.

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The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge, and the relationship of each of these to their self-efficacy beliefs as teachers, and to student achievement. Finally, the study explored whether there were significant differences between teachers who teach Algebra I at the middle school level versus those who teach Algebra I at the high school level in each of the four variables under study.;A strong correlation was found between teacher self-efficacy and mathematics pedagogical knowledge. The more mathematics pedagogical knowledge a teacher possesses, the higher his or her self-efficacy is likely to be. Teachers with high self-efficacy tend to exhibit behaviors in the classroom that lead to greater student outcomes. While this study did not find a significant statistical relationship between teacher self-efficacy, student achievement or mathematics content knowledge, these may be relationships worthy of future study.;This study suggests that school leaders can impact student outcomes by providing high quality, on-going professional development for teachers in the area of mathematics pedagogy. Teaching teachers how to teach math will increase teacher's self-efficacy which may lead to higher goals and greater effort, persistence, and resilience. These, in turn may ultimately impact the overall achievement of the students.

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Åsén, Nordström Elisabeth. « Pedagogisk handledning i tanke och handling - en studie av handledares lärande ». Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99790.

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The aim of the thesis is to investigate how a number of pedagogical supervisors develope their supervisory competence. In order to meet this objective the following issues were important: What sort of learning takes place among the supervisors? In what ways have different frameworks and conditions been important for guiding the talks? Can the patterns of conversation be discerned during the sessions and how do these patterns reflect their learning and skills? The thesis presents two studies of educational supervisors and tutor based learning which were carried out with about five years delay. The first study was conducted with twenty newly trained supervisors and a second follow-up study was conducted with ten of the same supervisors. The analysis of the empirical material of study 1 shows, among others, in which direction the talks evolve during mentor sessions and to what extent they change character to deepen and lead the supervisors to develop new perspectives and ways of looking at their role. The analysis of the empirical data in study 2 illuminate how each supervisor’s learning progresses by analyzing interviews, conversations and reflections. This study analyzes the supervisors’ levels of reflection, the traditions reflected in the supervisors’ way to lead session conversations, the conversation patterns that emerge and how the supervisors’ learning and supervisor competence developed.

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Werle, Kelly. « A MÚSICA NO ESTÁGIO SUPERVISIONADO DA PEDAGOGIA : UMA PESQUISA COM ESTAGIÁRIAS DA UFSM ». Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/6919.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The current dissertation is articulated to the research line Educação e Artes (LP4) from Programa de Pós-Graduação em Educação, from Universidade Federal de Santa Maria (PPGE/UFSM) and the study group Formação, Ação e Pesquisa em Educação Musical (FAPEM). As general aim, it sought to comprehend how the pre-service teachers from Pedagogy course/UFSM improve the music in the teaching construction process. Specifically, it sought to know the pre-service teachers conceptions on music in and for the supervising training; to discuss about the music in the pedagogic practice carried out by the pre-service teachers; and to reflect on the music into the set of knowledge that supports the teaching of the pre-service teachers. The research has a participant nature, and was developed through a workgroup composed by four pre-service teachers from Pedagogy course/UFSM. As methodological instruments for information collect, it was used semi-structured interviews; participant observation at schools; recording book of the group meetings and of the observations at schools; participants recording book; and collective conversation. The pieces of information gotten in the research were analyzed based on the subject analysis, and the results organized into categories which ran through the multiple methodological instruments. The first part of literature review deals with the pedagogy course as a place of academic-professional education of kindergarten and initial years teachers, pointing out and discussing the supervising training as a relevant moment of this education. The second part refers to the musical and pedagogic-musical education of kindergarten and initial years teachers, detaching the musical formation in the Pedagogy course/UFSM. As results, were enhanced the relevance of musical experiences lived throughout the participants life and of the workgroup with formative device that contributed to musical construction and accomplishment in the teaching of pre-service teachers from Pedagogy.
A presente dissertação está vinculada à Linha de Pesquisa Educação e Artes (LP4) do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (PPGE/UFSM) e ao grupo de estudos Formação, Ação e Pesquisa em Educação Musical (FAPEM). Como objetivo geral, buscou-se compreender como as estagiárias do curso de Pedagogia/UFSM potencializam a música no processo de construção da docência. Especificamente, procurou-se conhecer as concepções das estagiárias com relação à música no e para o estágio supervisionado; problematizar a música em suas práticas pedagógicas; e refletir acerca da música no conjunto de conhecimentos que sustentam a docência. A pesquisa possui caráter participante e foi desenvolvida por intermédio de um grupo de trabalho composto por quatro estagiárias do curso de Pedagogia diurno da UFSM. Como instrumentos metodológicos para a coleta de informações, foram utilizadas entrevista semi-estruturada; observação participante nas escolas; caderno de registros dos encontros do grupo e das observações nas escolas; caderno de registros das participantes; e conversa coletiva. As informações obtidas na pesquisa foram analisadas sob a ótica da análise de conteúdo, sendo os resultados organizados em categorias que transversalizam os múltiplos instrumentos metodológicos. A primeira parte da revisão de literatura versa sobre o curso de Pedagogia como locus da formação acadêmico-profissional de professores da educação infantil e anos iniciais, apontando e discutindo o estágio supervisionado como momento relevante dessa formação. A segunda parte trata da formação musical e pedagógico-musical de professores da educação infantil e anos iniciais, destacando a formação musical no curso de Pedagogia/UFSM. Como resultados, salientam-se a relevância das vivências musicais obtidas ao longo da vida das participantes e do grupo de trabalho com dispositivo formativo que contribuiu para a construção e para a realização da música na docência de estagiárias da Pedagogia.

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Sandström, Alexandra, et Daniel Terrés. « Grupphandledning som yrkesmässigt stöd i psykosocialt arbete : En kvalitativ studie om personalens upplevelser ». Thesis, Linnaeus University, School of Education, Psychology and Sport Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5501.

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Denna kvalitativa studie undersöker personalens upplevelser av grupphandledning som ett yrkesmässigt stöd i psykosocialt arbete. Vidare undersöks hur grupphandledning kan bidra till personalens välbefinnande samt vilka egenskaper handledaren bör besitta. Studien utgår från en hermeneutisk forskningstradition med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fyra yrkesverksamma personer med erfarenhet av grupphandledning. Resultatet tolkas utifrån Kadushins handlednings modell i socialt arbete och en förenklad form utav Antonovskys salutogena modell. Resultatet visar att grupphandledning utgör ett yrkesmässigt stöd samt bidrar till personalens utveckling såväl personlig som professionell, vilket har en positiv inverkan i personalens välbefinnande. Handledaren bör ha kunskap om organisationens kultur, de handleddas arbetsvillkor och arbetsförhållande samt inneha goda kunskaper om att handleda. Andra intressanta slutsatser är att handledare samt deltagarna i grupp-handledning bär ett personligt ansvar och är i behov av kontinuitet för att åstadkomma förändringar.

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Bjerstedt, Kristin. « Är det ens möjligt ? : En essä om lika villkor i förskolan ». Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32965.

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This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business? A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin. After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others. However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary? An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.
Denna essä tar sitt avstamp ur en berättelse som handlar om barnen Anna och Martin. Berättelsen skildrar hur barn kan hamna i olika sammanhang och ges olika förutsättningar inom samma förskola beroende på vilken barnsyn och förmåga till följsamhet till det enskilda barnets behov som arbetslaget och den ledande förskolläraren har. Denna skillnad lyfts och diskuteras ur ett likvärdighetsperpektiv som utmynnar i tre forskningsfrågor: Hur tolkar huvudmannen samt förskoleorganisationen begreppet likvärdiga villkor? Hur arbetar huvudmannen samt de olika förskoleorganisationerna för att skapa förskolor som arbetar för barns bästa och barns likvärdiga villkor? Hur arbetar förskollärarna med frågan i verksamheten? En mindre kvalitativ studie har utförts som med hjälp av att genomföra intervjuer med en representant från huvudmannen (kommunen), en förskolechef, samt två förskollärare. Syftet har varit att söka svar på frågorna samt att ge perspektiv på berättelsen om Anna och Martin. Efter reflektion och analys av informanternas svar samt genom att studera vad aktuell forskning säger i ämnet har det framkommit att likvärdiga villkor är ett begrepp som innehåller många faktorer. Det handlar bland annat om kompetens, utbildning, och ekonomiska resurser. En central faktor som tydligt framträder för att barnen skall erbjudas likvärdiga villkor är pedagogens förmåga till praktisk kunskap. Pedagogen måste vara kunnig i att upprätta nära relationer till barnet och svara upp till barnets behov. En egenskap som en del är mer kunniga i än andra. Dock visar samhällsdebatten och informanternas svar att i utvecklingsarbetet på förskolorna prioriteras inte denna fråga. Istället ligger fokus på ett utökat krav på lärandemål i traditionella skolämnen. Bildningsbegreppet lyfts med anledning av det ökade kravet på lärande och frågan om vilken kunskap som är väsentlig för ett rikt liv ställs. Kan det vara andra värden som är viktigare då tekniksamhället erbjuder hjälpmedel som gör vissa skolämnen överflödiga? En analys utifrån Bronfenbrenners ekologiska systemteori visar att debatten om ökat lärande ger ringar på vattnet från samhällsdebatt och trend till verksamheten där det möter barnet. Dock uppfattas påverkan vara större från trend till regering och från regering till huvudman men försvagas då det kommer till förskoleledning och pedagogerna i verksamheten. En tydligare målbild och insatser för fortbildning och stöd efterfrågas för både verksamma pedagoger och förskolechefer, men också ett salutogent förhållningssätt, för att istället för att fokusera på tillkortakommanden, bygga på det som är positivt och skapa uppåtgående energispiraler. Nätverk och pedagogisk handledning ses som effektiva verktyg för utvecklingsprocesser och fokus bör ligga på att stödja en utveckling av pedagogers relationsskapande förmågor samt hur barnens individuella behov möts upp.

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Bruner-Timmons, Joan. « Teachers' Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5059.

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Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. The assumption was made that LBD and TPACK predict technology integration, and that TPACK mediates the relationship between LBD and technology integration. A correlational study was carried out with a sample of N = 109 in-service, secondary, mathematics teachers from an inner city school. The data were collected using a previously validated questionnaire survey and initially analyzed by multiple regression analysis. However, the measured variables displayed nonlinear relationships, suggesting that, while TPACK partially mediates the LBD-TI relationship as hypothesized, technological knowledge had a saturation effect on TI, and thus high scores of both LBD and TPACK decreased TI. The study shows at a theoretical level how teachers can benefit from LBD experiences resulting in TPACK and how likely they combine technology with teaching. For the practice of teacher leadership, this study will suggest effective forms of professional development, thus improving teaching quality and enabling positive social change.

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Dulin, Cassandra. « The pedagogical characteristics of advanced technology education-funded professional development for community college faculty ». Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.

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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.

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Schulleri, Phillipa. « Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.

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Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and systems approaches and emotional intelligence conceptual frameworks. A conceptual framework constructed from three theories of motivation, systems approach, and emotional intelligence was used. The target participants were local teachers who had worked in state schools for a minimum of 3 years and for 2 years in AIS, and who had worked with national teachers. Data were collected through semistructured interviews with a random sample of 10 local veteran teachers from the target population. Thematic coding produced 4 themes: school, teacher, time, and political factors with 15 subthemes which can be used as areas of focus in researching, analyzing, and enhancing adoption of new pedagogies. The results of the study can be used to enhance teacher adoption of educational reform efforts locally in Agrenov international school Centre City and the AISes, and internationally.

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Rivas, Selena Castelão. « A coordenação pedagógica itinerante : o cotidiano em duas gestões municipais ». Programa de Pós-Graduação em Educação da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/10866.

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O estudo da gestão da educação escolar no cenário municipal é a moldura deste trabalho de doutorado. Objetivou-se, nesse sentido, investigar como questão geral as contribuições das práticas cotidianas de coordenadores pedagógicos itinerantes lotados nas secretarias municipais de educação em dois municípios da região Litoral Norte no Estado da Bahia para a educação da educação. Nesta pesquisa são apresentadas as similaridades, peculiaridades e o significado desses diferentes contextos. Analisa-se teoricamente os conceitos de educação escolar e gestão da educação no contexto municipal, situando as implicações da gestão democrática, o espaço gestor e as responsabilidades das secretarias municipais de educação e seus agentes. Faz-se uma retrospectiva histórico-conceitual da coordenação pedagógica no Brasil e na Bahia, situando a formação inicial do coordenador pedagógico no curso de Pedagogia. Procura-se conhecer através da pesquisa documental o estilo de gestão assumido pelos gestores de ambos os municípios e discute-se através da investigação empírica o cotidiano dos desses coordenadores pedagógicos, considerando suas atribuições, limitações, possibilidades e desafios encontrados no exercício profissional. Por fim, sistematiza-se as contribuições teóricas e práticas da investigação de maneira que permitam aos municípios uma reflexão do trabalho desenvolvido, assumindo a pertinência da existência e atuação de gestores pedagógicos comprometidos com a coletividade. Trata-se metodologicamente de um estudo multicaso. As evidências do trabalho foram coletadas a partir da análise documental, da observação direta, da aplicação de questionários e da realização de entrevistas. A investigação explicita a existência de uma prática coordenadora com ritmos diferenciados em cada espaço e a necessidade urgente dos municípios modificarem a configuração de coordenação pedagógica itinerante para a presença fixa desses agentes no interior das escolas. O estudo aponta também para a importância de existirem secretarias municipais de educação comprometidas com a concepção democráticoparticipativa de gestão municipal. Nesse sentido, os coordenadores pedagógicos podem ser agentes significativos.
Salvador

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Ngwaru, Cathrine. « Improving Pre-Service Teacher Development Practices in English as a Second Language : A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe ». University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.

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Philosophiae Doctor - PhD ( Language Education)
Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.

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Silvestre, Magali Aparecida. « Estágios curriculares e práticas de ensino supervisionadas : sentidos e significados apreendidos por alunas de um curso de pedagogia ». Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16478.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present study aims at highlighting the importance of the spaces for supervision of curricular periods of training as basic for the initial formation. For such, the apprehension of meanings and senses on supervised teaching practice by students from the Pedagogy course was the central object of analysis. It is a qualitative research that had as methodological and theoretical reference a social and historic approach. Initially, the context in which the research s problematic was found is introduced aiming at delineating this study s main focus. With the objective of justifying the scientific relevance of this research and having as its basis the State of Art in Teachers Education, the sequence of the text mainly identifies how scarce the production of knowledge related to the subject of supervised training is, especially those carried through in the courses of Pedagogy. The first chapter goes briefly over how teacher education was conceived along the Brazilian education s history and how teaching practice and supervised practice have been incorporated in the process of initial formation. In the second chapter, the suggested and defended model of initial formation is enclosed aiming at demonstrating the importance of overcoming models based on a technical rationale as well as on a practical one. This overcoming is believed to lead us to the formation of a professional capable of politically and historically contextualize the teaching-learning process, setting their practice and understanding it as a social practice which entices citizens and subjectivities and that must intentionally influence the reality it s in. The third chapter presents the contribution of social-historical psychology represented by authors as Leontiev and Vigotski, among others, who use this approach to explain psychic phenomena apprehending the singularity of the human being. The intention was to control the inquiry s focus on the object of this study: the supervised practice in the courses of teacher education by means of curricular periods of training, presenting theoretical references which allowed the combination of meanings and senses apprehended by students that attend the course of Pedagogy and that have been through this experience. After that, the methodological procedures and the information of the carried through interviews are presented. This resulting information allowed us to arrive at the nuclei of meanings that had been discussed having as its basis the theoretical support from the first chapters. Finally, this study is closed with the presentation of a summary of the produced knowledge constituted as the initial hypotheses meanings were discovered and while the direction all this study denoted to the formation and professional identity of the own researcher was understood. As a consequence of the thesis some aspects to be considered on the construction of pedagogical projects for the courses of teacher initial education are mentioned, especially those related to the concept and organization form of the supervised curricular periods of training
O presente estudo objetivou ressaltar a importância dos espaços de supervisão de estágios curriculares como fundamentais para a formação inicial. Para tanto, teve como objeto central de análise a apreensão dos significados e sentidos de alunas do curso de Pedagogia, sobre as práticas de ensino supervisionadas. Trata-se de uma pesquisa qualitativa, que teve como referencial teórico- metodológico a abordagem sócio-histórica. Inicialmente, apresenta-se o contexto em que nasceu a problemática da pesquisa, com vistas a delinear o seu foco principal. Com o objetivo de justificar a relevância científica da pesquisa e tomando-se por base o Estado da Arte na Formação de Professores, a seqüência do texto identifica como é escassa a produção de conhecimento relacionada ao tema estágios curriculares, principalmente aqueles realizados nos cursos de Pedagogia. O primeiro capítulo examina, sumariamente, como a formação de professores foi sendo concebida ao longo da história da educação brasileira e, nessa trajetória, como a Prática de Ensino e os estágios supervisionados foram sendo incorporados no processo de formação inicial. No segundo capítulo, é incluído o modelo de formação inicial que se defende, objetivando demonstrar a importância da superação de modelos pautados na racionalidade técnica, assim como de modelos pautados na racionalidade prática. Superação que, acredita-se, deve indicar para a formação de um profissional capaz de contextualizar histórica e politicamente o processo de ensino-aprendizagem, situando sua prática e compreendendo-a como uma prática social que envolve sujeitos e subjetividades e que, intencionalmente, deve intervir na realidade na qual se insere. O terceiro capítulo apresenta a contribuição da psicologia sócio-histórica, representada por autores como Leontiev e Vigotski, dentre outros que utilizam esta abordagem para explicar os fenômenos psíquicos, apreendendo a singularidade do ser humano. A intenção foi regular o foco da investigação do objeto deste estudo: as práticas supervisionadas desencadeadas nos cursos de formação por meio dos estágios curriculares, apresentando o referencial teórico que permitiu uma aproximação aos sentidos e significados apreendidos por alunos que freqüentam o curso de Pedagogia e que passaram por esta experiência. Em seguida, apresentam-se a trajetória metodológica e as informações das entrevistas realizadas, cuja análise permitiu chegar aos núcleos de significações que foram discutidos, tendo como base o aporte teórico constituído nos primeiros capítulos. Finalmente, encerra-se este trabalho apresentando uma síntese do conhecimento produzido, que foi se constituindo na medida em que se descobriam os significados das hipóteses iniciais e que se compreendia o sentido que todo este estudo denotou à própria formação e identidade profissional do pesquisador. Decorrente da tese, arriscou-se indicar alguns aspectos a serem considerados na construção de projetos pedagógicos para os cursos de formação inicial de professores, principalmente aqueles relacionados à concepção e forma de organização dos estágios curriculares supervisionados

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Mollberger, Hedqvist Gun. « Samtal för förståelse : Hur utvecklas yrkeskunnande genom samtal ? » Doctoral thesis, Stockholms universitet, Institutionen för individ, omvärld och lärande (IOL), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1313.

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The present study belongs in the tradition of working-life research. In this tradition, the point of departure lies in working people’s experience in their occupation. Through reflection on this experience and studies in the occupational field the researcher seeks to elucidate and develop occupational knowledge and skills. As a teacher I have long been preoccupied with how teachers may develop their occupational skills. Teachers wish to promote others’ learning, but how do they themselves learn to be good teachers? In the present work I wish to elucidate how teachers can develop their occupational skills through discourse. Equally, I wish to gain a better understanding of my own professional experience as a teacher and supervisor. These two goals are interconnected. I hope to develop an insight that not only shows my dilemma in a supervision situation but also illustrates the teacher’s challenge when he or she is to develop professional skill as a supervisor. On the one hand the supervisor needs to listen with an open mind to the person being supervised; but on the other, given knowledge places so many constraints upon listening that openness becomes impossible. Can the teacher experience his or her situation in such a way that this dilemma may be avoided? To deepen and modify my answer to this question I carried out fieldwork in my own occupational field. I have studied such teachers’ accounts of their meetings with children as have emerged from two discourse situations: child conferences and group supervisions. The teachers’ discourse shows that the issue is to understand what one has experienced – understanding is the starting point for the development of occupational skill. An attitude of open listening, to oneself and in interaction with others, is a precondition for occupational skills to grow. In other words, a space for reflection is needed if understanding is to be achieved through the medium of discourse.

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Severino, Maria Amália Fazenda. « Supervisão em educação de infância : supervisores e estilos de supervisão ». Master's thesis, Universidade de Évora, 2004. http://hdl.handle.net/10174/15323.

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Esta investigação foi determinada pelo nosso contexto profissional, primeiramente como supervisora cooperante e depois como supervisora da ESE da Universidade do Algarve, que levou a apercebermo-nos das diferentes formas de actuação dos supervisores com os alunos-formandos, na promoção do seu desenvolvimento e aprendizagem. O presente estudo, de natureza essencialmente qualitativa, corresponde a este nosso interesse, sendo seu objectivo principal identificar e caracterizar os estilos de supervisão das quinze educadoras cooperantes, do 4° ano da Licenciatura em Educação de Infância, em 2001/2002, e complementarmente, através do estudo de "quatro casos", tentar compreender de forma exploratória, se esses estilos são influenciados pela fase da carreira em que cada uma das supervisoras se encontra (Zahorik, 1988; Gonçalves, 2000). Em síntese, o estudo aponta para a existência de estilos determinantes, embora a acção supervisiva recorra a funções múltlipas, que resultarão mais das características pessoais das supervisoras do que da fase da carreira em que as mesmas se encontram. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors.

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Eklund, Cecilia, et Madelene Eriksson. « Med fokus på samtal, i praktiken : - En kvalitativ analys av specialpedagogen (-s yrkesroll) ur ett handledande och konsulterande perspektiv ». Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148999.

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Syftet med studien har varit att undersöka vad några specialpedagoger verksamma inom grundskolan berättar om handledning och konsultation i skolan. Studien har genomförts utifrån kvalitativa semistrukturerade intervjuer med syfte att fånga informanternas berättelser, i enlighet med narrativ teori. Efter genomförandet av intervjuerna transkriberades, kodades och tematiserades dem, vilket utmynnade i olika teman och subteman i relation till syfte och frågeställningar. Resultatet visar att rollen som specialpedagog formas olika utifrån faktorer som styrdokument, utbildning, förväntningar, erfarenheter, personliga intressen och förutsättningar som ges i den egna verksamheten. Det kvalificerade samtalet skrivs fram som ett paraplybegrepp för studien och berättelserna kring detta samtalsbegrepp och begreppen handledning och konsultation, som rör avgränsningen för densamma, skiljer sig åt mellan informanterna. Det framkommer en tvetydig bild av definitionen av det kvalificerade samtalet likväl som uppfattningen och tolkningen av begreppen handledning och konsultation. Det är tydligt att specialpedagogens otydliga roll har en stark inverkan på vad informanterna berättar om handledning och konsultation då rollen formas, enligt studien, mycket efter personen som innehar rollen. För att vidareutveckla det kvalificerade samtalet som kraftfullt verktyg i praktiken skulle den pedagogiska handledningen med fokus på pedagogisk utveckling behöva diskuteras vidare. Vi ser också behovet av att säkerställa rektorers kunskap kring uppdraget, som ett led i att bereda plats för samtalsuppdraget i praktiken.
The purpose of the study has been to investigate what some Special Educational Needs Coordinators working in elementary school have to say about supervision and consultation at school. The study has been conducted on the basis of qualitative, semi-structured interviews with the purpose of capturing the informants' stories according to narrative theory. After undertaking the interviews, they were transcribed, encoded and thematized, which resulted in different themes and subthemes in relation to the purpose of the study as well as to our research- questions. The results show that the role of a Special Educational Needs Coordinator is formed differently, depending on factors such as; governing documents, education, expectations, experiences, personal interests and the current conditions in their individual workplaces. The qualified conversation is written as an umbrella term for the study and the stories about this concept of conversation and the concepts of supervision and consultation, concerning the boundaries, differ between the informants. There is an unclear picture of the definition of the qualified conversation, as well as the perception and interpretation of the concepts of supervision and consultation. It is evident that the Special Educational Needs Coordinator's unclear role has a strong impact on what the informants tell us about supervision and consultation as the role is formed, according to the study, mostly based on the person holding the role. In order to further develop the qualified conversation as a powerful tool in practice, pedagogical guidance focusing on educational development needs to be further discussed. We can also identify a need to ensure the headteacher's knowledge of the assignment, as part of preparing a place for the communication assignment in practice.

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Sahlin, Birgitta. « Utmaning och omtanke : En analys av handledning som en utvidgad specialpedagogisk funktion i skolan med utgångspunkt i tio pionjärers berättelser ». Doctoral thesis, Stockholms universitet, Institutionen för individ, omvärld och lärande (IOL), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-315.

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The present thesis reports an empirical study of how ten remedial teachers or special remedial teachers, all women, encountered reality as supervisors or tutors in schools during the 1990s. The study sought to define the conditions for supervision and tutoring in the remedial-teaching function. Data was collected in two steps. The preparatory step consisted of a scrutiny of Report DsU 1986:13 on the modified remedial-teacher function, and perusal of the referees’ comments thereon. The second step consisted ofinterviews with all ten participants three years after their training as supervisors/tutors at the Stockholm Institute of Education. Neither in the above Report nor in the referees’ comments was supervision defined or discussed. Despite this resistance, supervision is required by the macro level for the modified remedial-teacher function. Regarding the micro-level situation for supervising in school, two themes were distinguished: an organisational theme and a legitimacy theme. The informants saw school management, the organisation’s pre-understanding of supervision and the profession’s continual adaptation to areas of knowledge not possessed by teachers as important aspects. The legitimacy theme expresses how differentiation of the supervisory task and the design of teaching posts influence the implementation. The supervision/tutoring examined here is described through six experiential themes: the dialogical here-and-now-theme, the relational theme, the didactic ”technical” theme, the reflective and self-fostering theme, the change theme and the leadership theme. Remedial-educational supervision as described in the study appears as vertical but does not extend to the depth of therapeutic intervention. It is seen as an ethical act where consideration or recognition, rather than care, is a distinctive feature. Care may represent ”tacit” gender-loaded knowledge and needs to be discussed in educational contexts where supervision or tutoring is included in the special-remedial-teacher function.

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Santos, Honorina Peixoto dos. « Acompanhamento de práticas pedagógicas no ensino de língua portuguesa na Coordenadoria Distrital de Educação 7 ». Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6792.

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A presente dissertação tem como objetivo reconhecer os principais desafios enfrentados pela Coordenadoria Adjunta Pedagógica do Ensino Médio do Estado do Amazonas no acompanhamento de práticas pedagógicas no ensino de língua portuguesa, com o intuito de propor ações que proporcionem a sua melhoria. Assim, este estudo de caso tem como tema o Acompanhamento de práticas pedagógicas no ensino de língua portuguesa na Coordenadoria Distrital de Educação 7. Para maior entendimento do caso, realizou-se uma descrição da Secretaria Estadual de Educação do Estado do Amazonas, bem como da Coordenadoria Distrital 7, perpassando pelo trabalho do supervisor pedagógico, além da apresentação das práticas pedagógicas desenvolvidas em três escolas estaduais, sendo elas: Centro Educacional Arthur Virgílio Filho, Escola Estadual Professor Samuel Benchimol, Escola Estadual Professor Ruy Alencar. Buscou-se analisar a atuação do supervisor, em relação às práticas pedagógicas das referidas escolas. A metodologia utilizada foi o estudo de caso com a pesquisa qualitativa, dando-se preferência ao instrumento entrevista semiestruturada, sendo o público alvo formado por gestores, pedagogos, apoios pedagógicos, professores e supervisores da CDE7 que atuam no ensino médio. Os teóricos que subsidiaram a análise foram Domingues (2014), Freire (2016), Kleiman (2014), Paradela (2016), Prazeres (2016), Soares (2004), entre outros que tratam sobre a temática. Como resultado, constatou-se que o acompanhamento realizado pelo supervisor pedagógico às práticas pedagógicas precisa acontecer com mais frequência, de forma que corrobore para um ensino aprendizagem significativo. Além disso, foi possível perceber que as práticas são propícias para a interdisciplinaridade. Ademais, também foi possível pontuar que é necessária a formação do supervisor, para melhor acompanhamento às práticas e às equipes gestoras, além da elaboração de um documento, a nível macro, que normatize o trabalho do supervisor se faz evidente. Ao final da pesquisa, construiu-se um Plano de Ação Educacional (PAE) com sugestões de seis ações que viabilizem o acompanhamento do supervisor às práticas pedagógicas nas escolas de ensino médio da Coordenadoria Distrital de Educação 7 e também que proporcionem maior integração entre escola e família.
The present dissertation aims to recognize the main challenges faced by the Pedagogical Adjunct Coordination of the school of the state of Amazonas in the accompaniment of pedagogical practices in Portuguese language teaching monitoring in order to propose actions that provide improvements. Thus, this case study has the subject Accompaniment of pedagogical practices in the teaching of the Portuguese language at the District Coordination of Education 7. For more understanding of the case, a description of the State Secretariat of Education of the Amazonas state, as well as the District Coordination Office 7, passed through the work of the pedagogic supervisor, in addition to the presentation of pedagogical practices developed in three State schools, what are: Educational Center Arthur Virgilio Filho, State school Samuel Benchimol, State school Ruy Alencar. It was seeking to analyze the supervisor's performance to the pedagogical practices of the aforementioned schools. The methodology used in this the case study with qualitative research, giving preference to the semi-structured interview instrument, being the target audience: managers, educators, pedagogical support, teachers and supervisors of CDE7 that act in high school. The theorists who subsidized the analysis were Domingues (2014), Freire (2016), Kleiman (2014), Paradela (2016), Prazeres (2016) and Soares (2004), among others who deal on the thematic. As a result, it was verified that the monitoring, done by the pedagogical supervisor to the pedagogical practices, needs to happen more frequently, which corroborates for a significant learning teaching. In addition, it was possible to perceive that the practices are conducive to interdisciplinarity. It was also possible to point out that it is necessary to train the supervisor to better follow the practices and the management teams. Besides, it is also important an elaboration of a macro level document that regulates the supervisor’s work. At the end of the survey, an educational actions plan (EAP) was constructed. In it, there were six actions suggestions. This EAP enables the supervisor to follow the pedagogical practices in the secondary schools of the District Education Coordination 7 and also to provide greater integration between school and family.

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Monteiro, Augusta Maria Cravid da Conceição. « Constrangimentos e desafios no processo de implementação do currículo na educação pré-escolar em S. Tomé e Príncipe ». Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25866.

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Esta investigação tem como temática a implementação do currículo da educação pré-escolar em São Tomé e Príncipe e procura conhecer as percepções dos educadores de infância e responsáveis de sala, sobre esse processo. O estudo de natureza qualitativa e interpretativa teve como principal instrumento de recolha de dados a entrevista semiestruturada de modo a recolher a informação pertinente na voz dos participantes. Os participantes no estudo foram 12 responsáveis de sala de crianças dos quatro e dos cinco anos; dois por cada um jardim-de-infância por distrito, abrangendo os seis distritos de São Tomé. A escolha deve-se ao facto de cada distrito ter a sua especificidade. A partir da análise dos dados foi possível compreender que o novo currículo trouxe mudanças positivas para a prática pedagógica ao nível da abordagem de novos conteúdos e utilização de novos materiais e ainda no que diz respeito à possibilidade de trabalho colaborativo entre pares. No entanto, ainda existem alguns constrangimentos ao nível da organização do espaço das salas uma vez que o tamanho das salas é pequeno. Este estudo aponta para a necessidade de continuar a formação dos educadores de infância uma vez que se constatou que os responsáveis de sala, nem sempre têm formação pedagógica; CONSTRAINS AND CHALLENGES IN THE PROCESS OF IMPLEMENTATION OF THE CURRICULUM IN PRE-SCHOOL EDUCATION IN S. TOMÉ AND PRÍNCIPE. ABSTRACT: This research deals with the implementation of the São Tomé and Príncipe pre-school education curriculum and seeks to understand the perceptions of nursery teachers and classroom officials about this process. The qualitative and interpretative study had as main instrument of data collection the semi-structured interview in order to collect the pertinent information in the voice of the participants. The participants in the study were 12 room managers, one of four years and the other of five years, in six public kindergartens corresponding to the six districts of São Tomé. From the analysis of the data it was possible to understand that the new curriculum brought positive changes to the pedagogical practice in the approach of new content and use of new materials and in the possibility of collaborative work between peers. However, there are still some constraints to the organization of the space of the rooms since the size of the rooms is small. This study points to the need to continue the education of the educators of childhood since it was found that those in charge of the classroom do not always have pedagogical training.

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Jonestrand, Mathias, et Jimmy Grönwall. « En pinne i tinningen eller hämmat lärande ? : Hur skall fritidshemslärare förhålla sig till barns riskfyllda lekar ? » Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38693.

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Detta är en vetenskaplig essä som undersöker relationen mellan risk och ansvarstagande när det kommer till barnens lek. Arbetet består av två dilemmatexter som vi författare själva upplevt och det är utifrån dessa berättelser som reflektionen utgår ifrån. Syftet med arbetet är att bredda vår förståelsehorisont när vi hamnar i liknande situationer. Vi kommer genom metoden vetenskaplig essä reflektera över våra självupplevda dilemman med hjälp av olika teorier och litteratur. Genom våra reflektioner kom vi fram till att det är våra värderingar som styr hur vi handlar när vi hamnar i en situation där vi behöver ta ställning gällande barnens risktagande kontra vårt ansvar att se till så att dem är trygga och säkra i skolan.
This is a scientific essay that examines the relationship between risk and responsibility when it comes to children's play. The work consists of two dilemma texts based on what we authors ourselves experienced and it is based on these stories from which the reflection is based. The purpose of the work is to broaden our understanding horizon when we end up in similar situations. Through the scientific essay we will reflect on our self-perceived dilemmas with the help of different theories and literature. Through our reflections, we realized that our values govern how we act when we end up in a situation where we need to take a stand on the children's risk-taking versus our responsibility to ensure that they are safe and secure at school.

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Söderberg, Eva, et Lidia Ljungberg. « Handledningsbehov med förhinder ». Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7661.

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The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.

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Rosa, Vanda Isabel Bolou. « Perspetivas sobre a coordenação/de departamento : um estudo em jardins de infância da rede pública e IPSS ». Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21781.

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O presente trabalho foi elaborado no âmbito do Mestrado em Ciências da Edu-cação - Supervisão Pedagógica, tendo como tema: Perspetivas sobre a coordenação pedagógica/de departamento: um estudo em jardins de infância da rede pública e IPSS. Este tema surgiu na sequência de um questionamento contínuo sobre o papel dos coordenadores pedagógicos na vida escolar, quais as funções que estes desempenham, que liderança assumem no que se refere á gestão escolar, e supervisão, quais serão efe-tivamente os contributos do coordenador pedagógico/de departamento no desenvolvi-mento da profissionalidade dos educadores de infância e será que existem diferenças no desempenho desta função, entre a rede pública e as IPSS`s? Através deste estudo procurámos responder a estas questões, a partir das perce-ções e das práticas de quatro educadoras de infância com funções de coordenação, estando duas a exercer a sua atividade em jardins de infância da rede pública e as outras duas em IPSS´s (Instituição Particular de Solidariedade Social). Também participaram no estudo, educadoras de infância que estavam a trabalhar sob a coordenação destas quatro coordenadoras, com o intuito de conhecer as suas perspetivas sobre a coordena-ção pedagógica/de departamento e a influência ou contributo no desenvolvimento da sua profissionalidade. Para o efeito, recorremos a uma abordagem de natureza essencialmente qualita-tiva, com recurso às técnicas de inquérito por entrevista semiestruturada e questionários com perguntas semiabertas. A grande conclusão que retiramos do nosso estudo remete-nos para o facto de as coordenadores de departamento/pedagógico de ambos os contextos, rede pública e IPSS, desempenharem funções de liderança e supervisão, proporcionando momentos de trabalho colaborativo contribuindo desta forma para o desenvolvimento profissional do seu grupo de trabalho; Abstract: Perspectives on pedagogical / department coordination: a study in public and IPSS preschools. The present work was elaborated within the scope of the Master in Educational Sciences - Pedagogical Supervision, with the following theme: Perspectives on pedagogical / department coordination: a study in public and IPSS preschools. This theme emerged from a continuous questioning about the role of pedagogical coordinators in school life, what roles they play, what leadership they take with regard to school management, and supervision, what will be the contributions of the pedagogical/ department coordinator in the development of childhood educators’ professionalism and if there are differences in terms of the performance of this function between public network and the IPSS`s? Through this study, we sought to answer these questions, based on the perceptions and practices of four preschools teachers, with coordination functions, two in public preschools and the other two in IPSS (Private Institution for Social Solidarity). Also participating in the study were preschool teachers who were working under the coordination of these four coordinators, in order to know their perspectives on pedagogical / department coordination and its influence or contribution in the development of their professionalism. To that end, we mainly used a qualitative approach, using semi-structured interview survey techniques and questionnaires with semi-open questions. The great conclusion we draw from our study is that the department/ pedagogical coordinators of both contexts, public network and IPSS, perform leadership and supervision functions, providing moments of collaborative work, thus contributing to the group professional development.

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Coralic, Sanela, et Sofia Siira. « En analys av lärarhandledningar inom biologiämnet och Lpo 94 : en fråga om begränsad undervisningsvariation ? » Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2076.

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During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.

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Mancha, Marisa da Conceição Rosado. « A Regulação da prática pedagógica no jardim de infância : um processo de autosupervisão ». Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29958.

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O estudo a que se reporta esta dissertação, procura compreender de que modo o educador de infância pode regular a sua prática através de uma reflexão critica e aprofundada sobre a mesma. Deste objetivo central foram traçados pontos que conduziram aos seguintes objetivos específicos: a utilização da escrita reflexiva para intencionalizar a ação educativa na perspetiva da reflexão sobre e para a ação; o desenvolvimento de práticas de autosupervisão para regulação da prática pedagógica no jardim de infância e consequentemente contribuir para o desenvolvimento profissional do educador de infância; contribuir para a utilização mais consciente do modelo pedagógico que inspira a prática pedagógica e por último conhecer o ponto de vista das crianças sobre a prática pedagógica desenvolvida no contexto. Desta forma, na revisão bibliográfica foram explorados os conceitos de autosupervisão, de professor reflexivo, de reflexão sobre a prática pedagógica de forma a promover a regulação da prática e consequentemente contribuir para o desenvolvimento profissional do educador. O contexto do estudo foi numa sala de jardim de infância inspirada na pedagogia do Movimento da Escola Moderna (MEM), seguiu a modalidade de investigação-ação e como instrumentos de recolha de dados foram utilizados, a observação participante; notas de campo; o Perfil de utilização do MEM e entrevistas a crianças. Os resultados obtidos apontam que o educador pode regular a prática pedagógica através da reflexão critica quando é possível o desenvolvimento de práticas de autosupervisão desenvolvidas no seu contexto de sala; The Regulation of pedagogical practice in kindergarten: a process of self-supervision Abstract: The study to which the dissertation is reported, seeks to understand how the childhood educator can regulate his practice through a critical and in-depth reflection on it. From this central objective, points were drawn that led to the following specific objectives: the use of reflexive writing to intentionalize the educational action in the perspective of reflection on and for action; the development of self-supervision practices to regulate pedagogical practice in kindergarten and consequently contribute to the professional development of the childhood educator; contribute to the more conscious use of the pedagogical model that inspires pedagogical practice and finally know the point of view of children about the pedagogical practice developed in the context. Thus, the bibliographic review explored the concepts of self-supervision, of reflective teacher, of reflection on pedagogical practice in order to promote the regulation of practice and consequently contribute to the professional development of the educator. The context of the study was in a kindergarten room inspired by the pedagogy of the Modern School Movement (MEM), followed the modality of action research and as instruments for data collection were used, participant observation; field notes; the Profile of use of mem and interviews with children. The results obtained indicate that the educator can regulate pedagogical practice through critical reflection when it is possible to develop self-supervisory practices developed in his/her classroom context.

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Varela, Maria Tomé. « Impacto da supervisão pedagógica colaborativa nas práticas letivas. Um estudo numa escola em São Tomé ». Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21812.

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Este trabalho de investigação tem como finalidade desenhar e implementar um modelo de formação e de desenvolvimento profissional inspirado no modelo clinico da supervisão pedagógica, numa escola de São Tomé. Pretende-se, com a implementação deste modelo, contribuir para a melhoria das práticas letivas em São Tomé e Príncipe. Trata-se de uma investigação-ação em que se utilizam diversos procedimentos e instrumentos para recolha de dados onde se realizou primeiramente o levantamento da necessidade de formação dos professores, seguido de dois ciclos de supervisão pedagógica colaborativa com uma tríade de professores de disciplinas diferentes e entrevista semiestruturada a três grupos focais de alunos. Os resultados obtidos nesta investigação demonstram que os professores participantes consideram o modelo de supervisão pedagógica colaborativa uma estratégia pedagógica pertinente para a melhoria do desempenho profissional docente e para a melhoria das práticas letivas, se for bem implementado, pois é um processo educativo-formativo que apoia, regula e reorienta as práticas pedagógicas em prol do desenvolvimento profissional docente e consequentemente da melhoria das aprendizagens dos alunos, requalificando assim o sistema de ensino; IMPACT OF COLLABORATIVE PEDAGOGICAL SUPERVISION ON LEARNING PRACTICES. A study at a school in São Tomé and Príncipe ABSTRACT: This research aims to design and implement a model of training and professional development inspired by the clinical model of pedagogical supervision, in a school in São Tomé. With the implementation of this model, it is intended to contribute to the improvement of teaching practices in Sao Tome and Principe. This is an action research in which various procedures and data collection instruments are used, in which the need for teacher training was first surveyed, followed by two cycles of collaborative pedagogical supervision with a triad of teachers from different disciplines and semistructured interview to three focus groups of students. The results obtained in this research demonstrate that the participating teachers consider the model of collaborative pedagogical supervision a pedagogical strategy pertinent to the improvement of professional teaching performance and to the improvement of teaching practices, if it is well implemented, since it is an educational-formative process that supports , regulates and reorients pedagogical practices in favor of professional teacher development and consequently the improvement of student learning, thus requalifying the educational system.

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Garcia, Maria José Bordalo. « A supervisão no âmbito da formação de docentes no 1.º ciclo : contributos para a identidade e o desenvolvimento profissional ». Doctoral thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1299.

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Tese de Doutoramento em Educação.
As atuais reformas políticas retomam a ideia da profissionalização dos docentes do 1.º ciclo do ensino básico (CEB), sublinhando a importância de uma formação adequada e instaurando novos sistemas de controlo e de responsabilização do corpo docente, legitimando, assim, um discurso de autoridade sobre a profissão docente. Neste contexto, as nossas reflexões apontam para conceitos como investigação-ação, professor-investigador e supervisão reflexiva. A supervisão no âmbito da formação de docentes do 1.º CEB insere-se na realidade escolar, pois a vida na escola é bastante complexa, heterogénea, às vezes ambígua e em muitas ocasiões marcada por contradições e incertezas. É no espaço escolar que se deve enriquecer a multidimensionalidade da vida real. Para tal, é fundamental que os docentes repensem a sua formação no sentido de responderem aos desafios da globalização, complexidade, mutação, contextualização, interatividade, entre outros. Assim, esta investigação tem como objetivo principal compreender em que medida e, do ponto de vista dos docentes, a formação inicial e contínua de docentes do 1.º CEB contribui para o exercício da profissão e para o papel de avaliador, numa lógica de supervisão, identificada com os princípios de uma escola reflexiva e com o paradigma do profissional reflexivo. Do ponto de vista metodológico, optámos por uma abordagem quantitativa, com recurso ao inquérito por questionário. O questionário foi aplicado a 203 docentes com habilitação profissional para lecionar no 1.º CEB, encontrando-se estes a exercerem a sua atividade profissional em quatro agrupamentos de escolas do concelho de Matosinhos, dois deles agrupamentos de escolas TEIP (Territórios Educativos de Intervenção Prioritária). A escolha da temática da supervisão no âmbito da formação de docentes no 1.º CEB como objeto de estudo permitiu-nos fazer uma análise de uma realidade, que demonstramos, neste estudo, ser marcante na vida dos docentes, nas práticas escolas, na sensibilização e no serviço das entidades responsáveis pela supervisão, na consciencialização das comunidades educativas e na consciencialização da sociedade face a esta problemática. Ao mesmo tempo, apuramos que todas as instituições responsáveis pela supervisão têm uma grande responsabilidade na preparação dos principais agentes da escola para todos, uma escola multicultural e inclusiva, comprometida nas comunidades educativa e empenhada socialmente.
The current political reforms take up the idea of the professionalization of teachers of the 1st cycle of basic education (CEB), stressing the importance of proper training and introducing new systems of control and accountability of faculty, legitimizing thus a discourse of authority on the teaching profession. In this context, our reflections point to concepts such as action research, teacherresearcher and reflective supervision. Supervision under the training of teachers of the 1st CEB fits in the school reality, because the life at school is quite complex, heterogeneous, sometimes ambiguous and in many occasions marked by contradictions and uncertainties. Is the school space that should enrich the dimensionality of real life? For this, it is crucial that teachers rethink their training in order to respond to the challenges of globalization, complexity, mutation, contextualization, interactivity, among others. In consequence, this research aims to understand to what extent and from the point of view of teachers, initial and continuing training of teachers of the 1st CEB contributes to the profession and the role of evaluator, a supervisory logic, identified with the principles of a reflective school and with the paradigm of the reflective practitioner. From a methodological point of view, we chose a quantitative approach, using the questionnaire survey. The questionnaire was administered to 203 teachers with professional qualification to teach in 1st CEB, meeting these to exercise their professional activities in four groups of Matosinhos county schools, two groups of TEIP schools (Educational Territories of Priority Intervention). The choice of the theme under supervision of teacher education in the 1st CEB as an object of study allowed us to analyze a reality, we show in this study is remarkable in the lives of teachers, the practices of schools in awareness and service entities in charge of supervision in the awareness of educational communities and the awareness of society to face this problem. At the same time, we found that all of the institutions responsible for the supervision have a great responsibility in the preparation of the main players in the school for all, a multicultural and inclusive school, engaged in educational and socially committed communities.
Orientação: Prof. Doutora Maria Palmira Carlos Alves.

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Gomes, Regina Gabriela. « Concepções, princípios, práticas e reflexões de coordenadores pedagógicos das escolas municipais de educação infantil de novo hamburgo ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49359.

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Como um grupo de coordenadores pedagógicos das escolas de educação infantil da rede municipal de ensino de Novo Hamburgo organiza a sua ação para acompanhar mais especificamente o aspecto pedagógico do trabalho realizado junto à equipe que está sob a sua coordenação? Quais as concepções e princípios de supervisão que orientam as práticas desses profissionais no exercício da ação supervisora? Essas são as questões orientadoras dessa pesquisa, cujo caminho investigativo considerou as reflexões sobre as práticas profissionais de um grupo de coordenadores pedagógicos, através de uma abordagem metodológica que se utilizou de questionários respondidos individualmente por escrito e de encontros presenciais organizados a partir da metodologia de grupo focal gravados em áudio e vídeo, buscando compreender, por um lado, de que modo esses profissionais vêm se produzindo na coordenação pedagógica em relação às atribuições da função definidas em documento elaborado pela rede municipal de ensino de Novo Hamburgo e, por outro, de que maneira vem produzindo o trabalho de coordenador pedagógico nessa rede pública de ensino. O referencial teórico recobre diversas abordagens sobre a supervisão escolar e está articulado às reflexões produzidas pelos coordenadores pedagógicos sujeitos dessa pesquisa em relação às suas atuações. Faço parceria com autores que compreendem a coordenação como uma função-profissão que, na escola, caracteriza-se pela supervisão, pela coordenação, pelo acompanhamento e pelo apoio ao processo educativo, a saber: Mary Rangel, Dermeval Saviani, Isabel Alarcão e Vera Placco. Pela análise, a pesquisa constata que a especificidade da função desse profissional na composição e articulação da vida cotidiana das creches e pré-escolas se encontra na possibilidade de intervenção realizada pelos coordenadores, na organização do diálogo propiciador da compreensão dos processos educativos e das potencialidades dos professores, indicando uma concepção de coordenação pedagógica cooperativa e ativa. Do mesmo modo, o controle e a conferência do trabalho realizado pela equipe de profissionais que se encontra sob sua responsabilidade se apresentam também como um princípio fundamental que orienta as práticas dos coordenadores. Na busca pela compreensão do papel do coordenador, essa pesquisa aposta na concepção de coordenação como uma função essencialmente pedagógica, possível de ser (re)inventada na prática e pela prática nas mais diversas realidades dos coordenadores pedagógicos que vivem a função nas escolas de educação infantil nessa rede de ensino.
How does a team of pedagogical coordinators of the primary education school system of the city of Novo Hamburgo organizes its action to follow more specifically the pedagogical aspect of the work done with the team that is under its coordination? What are the conceptions and principles of supervising that guide these professionals’ practices in the exercise of their supervisory role? These are the guiding questions of this research, whose investigative character takes into consideration reflections about professional practices of a team of pedagogical coordinators through a methodological approach that makes use of individual written responses to questionnaires and face-to-face meetings, which are organized from the methodology of focal group recorded on audio and video. This study aims at understanding, on the one hand, how these professionals have been producing themselves in the pedagogical coordination towards the attributions of the function, which are defined in a document made by the municipal education system of Novo Hamburgo and, on the other hand, in what ways the team has been producing the pedagogical coordination work in this public school system. The theoretical referential includes several approaches to school supervision and is articulated to the reflections of the pedagogical coordinators that are subjects of this research towards their professional roles. I carry out a partnership with authors that comprehend coordination as a function-profession that, at school, is characterized by supervising, coordinating, monitoring and supporting the teaching process: Mary Rangel, Dermeval Saviani, Isabel Alarcão and Vera Placco. As a result of the analysis, the research shows that the specificity of this professional’s role in the composition and articulation of the daily routine of daycare centers and kindergartens is found in the possibility of intervention held by coordinators, in the organization of a dialogue that encourages the comprehension of the teaching processes and the teachers’ potentialities, pointing out to a conception of cooperative and active pedagogical coordination. In addition, the procedure of controlling and checking the work done by the team of professionals that under this pedagogical coordinator’s responsibility also comes as a fundamental principle that guides the coordinators’ practices. In the search for the comprehension of the coordinator’s role, this study bets on the conception of coordination as an essentially pedagogical function, which offers the possibility of being (re)invented in practice and by practice in the most diverse realities of pedagogical coordinators who work at this primary education school system.

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Bradford, Vance Tasker. « Homeschooling Parents' Perceptions of Resources for Curriculu Development ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5610.

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Homeschooling families in the state of Texas face challenges when developing their children's learning curriculum as they attempt to address state mandates with only limited guidelines for developing effective curricula and evaluation strategies to measure student learning. The resulting problem is that homeschooling parents are left to develop their curricula with little guidance. The absence of such guidance may create undue pressure for both the homeschooling parent and their child, while simultaneously creating the possibility of limiting student achievement. The purpose of the project study was to explore the challenges parents face in developing their homeschool curriculum in the state of Texas. Using the theoretical framework provided by Bronfenbrenner's process-person-context-time model, 10 homeschooling parents from 10 different families shared their experiences to address the guiding research question, which explored motivational factors in the design of homeschool curricula, including the use and sharing of resources. Through the use of a qualitative case study that employed semistructured interviews and field notes as sources of data, 5 themes emerged following a narrative analysis process to code the data: (a) time with family, (b) safe learning environment, (c) practical and meaningful lessons, (d) socialization, and (e) biblical training. The findings were developed into a white paper to provide parents with strategies to embed these 5 themes into a useful, quality homeschool curriculum. This project study has implications for positive social change by providing homeschooling parents in the state of Texas with curriculum design guidance from fellow homeschooling parents that can provide a basis for developing quality curricula that reflects common core values within their community.

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Leth, Mathilda. « ”Det är ju på det sättet man lär sig” : En studie om sjuksköterskestudenters lärande av handledning under VFU ». Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444878.

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Syftet med denna studie var att få ökad kunskap kring hur sjuksköterskestudenter upplever att lärandet påverkas av handledning under den verksamhetsförlagda delen av utbildningen. Detta undersöktes genom tre stycken frågeställningar vilka var: Hur upplever sjuksköterskestudenter att lärandet påverkas av handledningens upplägg under VFU? Vad anser sjuksköterskestudenter att en handledare kan bidra med för att främja deras lärande under VFU? Hur hanterar sjuksköterskestudenter situationen om de upplever att handledningen inte bidrar till ökat lärande under VFU? För att kunna besvara frågeställningarna utgick studien från en kvalitativ ansats där sex stycken semistrukturerade intervjuer genomfördes med sjuksköterskestudenter mellan termin 4 och 6 på sjuksköterskeprogrammet. Därefter transkriberades intervjuerna samt analyserades med hjälp av Illeris teori om lärande ”The learning triangle”. Tidigare forskning på området betonar vikten av individuell handledning då detta förbättrar upplevelsen och lärandet för studenten. Även betydelsen av en god relation, tid, diskussion och reflektion tillsammans med handledaren beskrivs som viktiga och gynnsamma faktorer för studenternas lärande. Resultatet av min studie visar att sjuksköterskestudenterna upplever att lärandet kan påverkas av många faktorer som är kopplade till handledningen. Det som kunde påverka lärandet under den verksamhetsförlagda delen av utbildningen var upplägget vid handledning, vissa betydelsefulla faktorer så som tillit, att bli inkluderad, stöd, samt feedback och även samspelet med handledaren. Resultatet visar även på olika strategier som sjuksköterskestudenter tar till när de upplever att de inte är nöjda med handledningen där försök att lösa problemet eller finna alternativa handledare beskrivs som några.
The aim of this study was to gain increased knowledge about how nursing students experience how learning is affected of supervision during the work-based part of the education. This was examined through three key questions including: How do nursing students experience that learning is affected of the supervision structure during work-based education? What do nursing students think a supervisor can contribute to promoting their learning during work-based education? How do nursing students handle the situation if they feel that the supervision does not contribute to increased learning during work-based education? To be able to answer these questions, the study took a qualitative approach where six semi-structured interviews were conducted with nursing students between semesters 4 and 6. The interviews were then transcribed and analysed using Illeri's theory of learning "The learning triangle". Previous research on the topic emphasizes the importance of individual supervision as this improves the experience and learning for the student. The importance of a good relationship, time, discussion and reflection together with the supervisor is also described as important and favourable factors for students' learning. The results of my study show that nursing students feel that learning can be influenced by many factors that are linked to the supervision. What could affect learning during the work-based part of the education was the structure of supervision, certain important factors such as trust, being included, support, as well as feedback and also the interaction with the supervisor. The results also show different strategies that nursing students use when they feel that they are not satisfied with the supervision where e.g. trying to solve the problem with the supervisor or finding alternative supervisors was mentioned.

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Marshall-Stuart, Debra-Dreana. « Blended Learning as an Instructional Strategy to Improve Academic Performance ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5501.

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Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.

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Henborg-Andersson, Christel, et Elisabeth Duvborn. « Alla barns och elevers rätt till en tillgänglig lärmiljö : En studie i specialpedagogens möjligheter till utveckling av lärmiljöer genom handledning ». Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22029.

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Bakgrunden till denna studie är en vision om att kunna göra skillnad för alla barn i skolan när det handlar om en tillgänglig lärmiljö. Speciellt i de lägre skolåren sker övergångar varje år från förskola till förskoleklass och till sist in i årskurs ett. Vårt intresse riktas mot hur handledning kan utveckla samarbete och förhållningssätt inom och mellan de olika verksamheterna. Det ger också en inblick i specialpedagogens profession och vilka prioriteringar de intervjuade specialpedagoger gör i sitt arbete. Som metod valdes en kvalitativ ansats med semistrukturerade intervjuer. För att skapa en inblick i studien intervjuades åtta specialpedagoger om hur de ser på lärmiljö ur olika infallsvinklar. Som teoretiskt stöd i analysen av empirin användes den sociokulturella teorin. Resultatet visar att specialpedagogen kan utveckla verksamheten genom handledning under förutsättning att specialpedagogen är inkluderad i arbetslaget. Den kan då vara ett stöd för lärarna genom att arbeta för goda relationer och ett bra samarbete när det gäller att möta barn/elever utifrån deras individuella förutsättningar och behov. Respondenterna i studien upplever att personal på skolan förväntar sig att specialpedagoger ska arbeta med enskilda elever och utredningar, eventuellt ha kontakter med vårdnadshavare och externa verksamheter. Ordet handledning är laddat och lärare har en bild av att någon utifrån ska tala om hur de ska agera i vissa situationer. Därför är det önskvärt att använda ett annat begrepp som till exempel professionella samtal. Studiens resultat bidrar med fördjupad kunskap om hur specialpedagogen kan arbeta med handledning i lärarlag och en insikt om hur specialpedagogen kan bemöta och utveckla en verksamhet utifrån ett barns perspektiv
The background to this study is a vision of being able to make a difference for all children in school when it comes to an accessible learning environment. Especially in the lower school years, transitions take place every year. Our interest is directed towards how supervision can develop cooperation and attitudes within and between the various activities. It also provides an insight into the special educator's profession and what priorities the interviewed special educators make in their work. As a method, a qualitative approach with semi-structured interviews was chosen. To create an insight into the study, eight special educators were interviewed about how they view the learning environment from different angles. Sociocultural theory was used as a theoretical support in the analysis of empirics. The results show that the special educator can develop the school activities through supervision, provided that the special educator is included in the work team. It can then be a support for the teachers by working for good relationships and a good collaboration when it comes to meeting children / students based on their individual conditions and needs. The respondents in the study feel that staff at the school expect special educators to work with individual students and investigations, possibly have contacts with guardians and external activities. The word supervision is loaded and teachers have a picture that someone from outside should talk about how they should act in certain situations. Therefore, it is desirable to use another term such as professional conversations. The results of the study contribute with in-depth knowledge of how the special educator can work with supervision in teaching teams and an insight into how the special educator can respond to and develop an activity from a child's perspective.

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Bruno, Maria Helena Perdigão. « A supervisão pedagógica entre pares : em busca de renovação da prática letiva. Um estudo na disciplina de Português ». Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29975.

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Integrado num projeto de investigação de âmbito nacional1, o estudo que ora apresentamos tem como finalidade desenhar e implementar quatro ciclos de supervisão pedagógica colaborativa, num Agrupamento de Escolas do Alentejo Central, envolvendo uma tríade de professores de Português dos ensinos Básico e Secundário, disciplina alvo de avaliação externa. Todos os participantes observam aulas dos colegas e, simultaneamente, são também observados pelos mesmos. Trata-se de um projeto inspirado no modelo clínico de supervisão pedagógica e visa contribuir para a renovação das práticas letivas e do desenvolvimento profissional dos envolvidos no mesmo, tendo em vista a sua posterior disseminação no Agrupamento de Escolas no qual foi realizado. O trabalho de investigação seguiu uma abordagem de estudo de caso, utilizando diversos procedimentos e instrumentos de recolha de dados, questionário e entrevista semiestruturada com o propósito de perceber o efeito dos ciclos de supervisão no desenvolvimento profissional dos docentes. Os resultados revelaram que os professores não só estão disponíveis para integrar projetos de supervisão pedagógica entre pares, de natureza informal e formativa, de caráter horizontal, em espelho, multidisciplinar, como também sentem a necessidade e a emergência de nas escolas se implementarem e desenvolverem os mecanismos necessários ao trabalho colaborativo entre professores e à prática sistemática de observação de aulas, passando esse trabalho pelas estruturas de gestão de topo e, consequentemente, pelas estruturas intermédias de coordenação e supervisão departamental; Pedagogical Supervision on among peers: searching to renew lecture practices. A study for Portuguese subjects in the Secondary Education. Abstract: Integrated in a national research project2, the study now presented has, as a purpose, to draw and implement three cicles of collaborative pedagogical supervision, in a School Cluster of the Central Alentejo, involving a triad of teachers of Portuguese of the basic and secondary education, target subject of external evaluation. All participants observe classmates' lessons and, simultaneously, are also observed by them. This is a project inspired by the clinical model of pedagogical supervision and aims to contribute to the renewal of teaching practices and the professional development of the ones involved, aiming its subsequent dissemination into the Schools Cluster in which it will be developed. We intend to develop a case study approach, using several procedures and data collection instruments, inquiries and half structured interview.

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Costa, Henriqueta Silva. « O supervisor e o desenvolvimento de uma prática pedagógica partilhada ». Master's thesis, 2009. http://hdl.handle.net/10400.2/1454.

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Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
A formação inicial é uma das principais etapas do desenvolvimento pessoal e profissional do professor. Este estudo foi realizado no sentido de tentar compreender a partilha pedagógica que ocorre no ano de estágio e como esta pode estar relacionada com as acções conduzidas pelo orientador de escola. Nesta investigação identificamos características dos orientadores de escola e das práticas pedagógicas partilhadas que se desenvolveram, ao longo do ano lectivo, em cada um dos núcleos de estágio participantes. Pretendeu-se, igualmente, relacionar as características dos orientadores e as partilhas pedagógicas do núcleo tentando, deste modo, evidenciar a influência do orientador de escola nas práticas dos seus estagiários. De forma a compreender a realidade dos núcleos de estágio a decorrer no ano lectivo 2008/2009 na Região Autómona da Madeira, foram acompanhados pela investigadora, nesse ano, os trabalhos de estagiários e orientadores da escola. Numa investigação de carácter qualitativo, para a recolha de dados recorreu-se a entrevistas, observações, registo num diário de campo e questionários bem como a análise documental. Com este estudo conseguiu-se identificar diversos tipos de orientadores de acordo com as suas acções, nomeadamente através da forma de envolvimento no trabalho com os estagiários. Reconheceu-se a presença de orientadores do tipo colaborativo, directivo e não-directivo e distinguiram-se diversas formas de partilha pedagógica nos núcleos de estágio no que se refere à preparação de materiais e actividades e reflexão sobre as as práticas pedagógicas registando-se certas particularidades por grupo disciplinar e núcleo de estágio. A influência do orientador nas práticas do núcleo é notória sendo que, nos núcleos estudados, a partilha pedagógica dentro do núcleo está relacionada com o tipo de orientação conduzida pelo orientador de escola.
Initial formation is one of the main steps of personal and professional development of teachers. This study is an attempt to understand the pedagogical sharing that happens in the teachers’ internship year and how it is related to the actions conducted by the cooperating teacher. In this study, we identify some of the characteristics of cooperating teachers and of the shared pedagogical practices that were developed, throughout the school year, in each of the internship groups. We also intend to relate the characteristics of the cooperating teachers to the shares in the group trying to establish the existence of an influence of the cooperating teacher in the practices of the trainee. In order to understand the reality of the internship groups in the school year of 2008/2009 in the Autonomous Region of Madeira, we accompanied the work of both cooperating teachers and trainees. In this qualitative investigation we resorted to interviews, observations and questionnairies to characterize cooperating teachers and the shared pedagogical practices in each internship group. We identified several types of cooperating teachers throught the characteristics of their actions and the way they were involved in the work with the trainees. We acknowledged the presence of collaborative, directive and non-directive cooperating teachers. We identified some pedagogical shares within the intership groups concerning preparation of materials and activities and reflection on them. We noted that the practices were not the same in every group and we identified singularities of some disciplinary groups or intership groups. The influence of the cooperating teacher in the groups’ practices was notorious and, in the studied groups, the pedagogical shares in the group were related to the type of supervision conducted by the cooperating teacher.

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Peralta, Roberto Paulo da Mota dos Santos. « A perceção da democraticidade no desenvolvimento de uma pedagogia de supervisão ». Master's thesis, 2013. http://hdl.handle.net/10437/9082.

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Orientação: Isabel Maria Pereira Pinto
O contexto das sociedades ocidentais assenta em valores que radicam na democracia. A escola constitui-se como alavanca promotora do cultivo dos valores democráticos, cujo grande propósito de vida, é a formação sustentável de novos cidadãos. A sua função social, carateriza-se por formar cidadãos pensantes, livres, responsáveis e pró-ativos. A vivência interiorizada por todos os atores escolares, da cultura dos valores da democracia, constitui a democraticidade na escola. É nesta medida que se fala numa escola democrática, capaz de prestar um serviço educativo de qualidade. Considera-se a supervisão pedagógica como o conjunto de práticas, assentes no trabalho colaborativo, na dialogicidade e na reflexão, promovendo a construção, sempre inacabada, de conhecimento. Para a concretização do projeto escola democrática e a consequente perceção da democraticidade na escola, a prática de uma pedagogia de supervisão é de especial importância. A escola deve manter um processo de autoconhecimento contínuo, refletir sobre o que faz e sobre o que pretende fazer, aprender com a sua experiência, com a sua história. É neste âmago que se encontra a pedagogia da supervisão. Este estudo averigua, de que forma a perceção que os professores têm da democraticidade vivenciada na escola, condiciona as suas práticas pedagógicas, pondo a nu o longo caminho que a escola democrática tem de percorrer, na senda de uma pedagogia da supervisão.
The context of western societies relies on democracy-generated values and school becomes the trigger these democratic values the most important objective of which is the sustainable education of new citizens. The school social role is to educate thoughtful, free, responsible, and proactive citizens. When all school actors/players internalize experience and nurture the values of democracy, school democratic experience is guaranteed. Only this way can we speak about a democratic school that has the ability to educate for excellence. We defend/believe pedagogical supervision to be a set of practices, based on collaborative work, dialogue, and reflection that promotes the never-ending construction of knowledge. The implementation of pedagogical supervision practices is of utmost importance when we wish to build a democratic school project and its subsequent school democratic experience. The school must uphold an ongoing self-awareness process, reflect on its own current and future actions, and learn from its experiences and history. The pedagogy of supervision lies deep down in this complex process. The current study investigates the point up to which the perception teachers have of the way people experience democracy in school influences their pedagogical practices and reveals the long way the democratic school has to thread in order to achieve the pedagogy of supervision.

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Silva, Isabel Gouveia da. « Um modelo de supervisão pedagógica para o professor de filosofia ». Master's thesis, 2014. http://hdl.handle.net/10400.2/3433.

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A supervisão pedagógica ganhou novo relevo na atualidade, quer pela sua associação às práticas de avaliação de desempenho docente previstas no novo Estatuto da Carreira Docente, quer pela necessidade dos docentes e das escolas aperfeiçoarem as suas práticas no sentido de responderem mais eficazmente às necessidades dos aprendentes. Considerando a especificidade da disciplina de Filosofia no ensino secundário pretende-se com este estudo delinear um modelo de supervisão pedagógica adequado ao desenvolvimento profissional do docente de Filosofia, já inserido na carreira, partindo de uma análise dos conceitos de supervisão e avaliação, dos diferentes modelos de supervisão, da identificação dos modelos de ensino mais adequados à especificidade da disciplina, do contributo específico que a tradição filosófica, enquanto tradição reflexiva e crítica e, finalmente, da análise das representações de alguns docentes de Filosofia relativamente aos processos de avaliação de desempenho em que participaram, como avaliadores ou avaliados. Existindo alguma tendência, na atualidade, para uma identificação entre a avaliação docente e a supervisão pedagógica procurámos acentuar precisamente a vertente pedagógica da supervisão e o seu papel como prática que visa essencialmente o desenvolvimento profissional e ultrapassa a avaliação, que se constitui como um momento particular de um processo mais vasto e complexo.
Pedagogical supervision acquires new importance today either by its association to the evaluation practice of teachers’ performance under the new teacher profession act “Estatuto da Carreira Docente”, or by the need of teachers and schools to improve their practices in order to respond more effectively to the needs of learners. Considering the specificity of the subject of Philosophy in secondary schools it is intended with this study to outline a model of pedagogical supervision appropriate to the professional development for Philosophy teachers, already pursuing a teaching career, starting from an analysis of the concepts of supervision and evaluation, the different supervision models, the identification of the most appropriate teaching models to the subject, the specific contribution of philosophical tradition, whilst what reflective and critical tradition can give to the supervision practice, to the analysis of the representations of Philosophy teachers in relation to performance evaluation processes in which they participated. As there has been a tendency, nowadays, towards an identification between teacher performance evaluation and pedagogical supervision, in the present study we want to accurately emphasize the pedagogical aspect of supervision and its role as a practice that is essentially aimed at the professional development and goes beyond the evaluation, which consists in a particular moment in a wider and more complex process.
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta

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Backhouse, Judy Pamela. « Doctoral education in South Africa : models, pedagogies and student experiences ». Thesis, 2010. http://hdl.handle.net/10539/7475.

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Thesis (Ph.D.), Faculty of Humanities, School of Education, University of the Witwatersrand, 2009
People who hold doctoral degrees are considered valuable national resources able to produce knowledge to address pressing problems, and important sources of labour for the higher education sector. However, in 2006, only 1100 people graduated with doctoral degrees in South Africa. This limits the potential for research and improvements in higher education. In addition, 618 of those graduates were white, making it difficult to address equity concerns. Within the higher education sector there are debates about how to increase enrolments in doctoral education and the best way to run PhD programmes for effective learning, high quality research results and for efficiency. But there is little South African-based empirical research into what makes people undertake PhDs, how the programmes work and what learning and knowledge result. This study explores how different stakeholders – national and institutional policymakers, academic staff and doctoral people – understand the PhD; how these understandings influence the practice of doctoral education; and how different practices affect the PhD experience and the learning and knowledge produced. The primary research question I address is: “How do existing models and pedagogies of doctoral programmes shape the learning of doctoral people and the outcomes of doctoral programmes in South Africa?” The origins of the Doctor of Philosophy degree are often traced back to the nineteenth century reforms of German universities when the idea emerged that all scholars should be actively involved in research. But this is a simplistic view. By examining the evolution of the PhD in greater depth, it becomes clear that it has undergone continuous change and has always served both the high-minded pursuit of knowledge and the more prosaic pursuit of skills for employment. The literature reflects ongoing tension between the scholarly view of the PhD as knowledge generation by an emerging scholar, and the labour market view of the PhD as developing high-level research skills. In the South African context both of these views can be observed, but I also identified a view of the PhD as ongoing personal development through an engagement with knowledge. The three views of the PhD are underpinned by different discourses which inform the practice of doctoral education. In South Africa, the traditional model of individual supervision dominates, and it varies by discipline, department and supervisor. But patterns of practice can be discerned and I identify four of these and discuss how supervisors construct their individual supervision practice. Doctoral education is also a function of the people who do PhDs. Much of the research undertaken in the overdeveloped world focuses on younger people who are starting out on academic careers. However, in South Africa, many people doing PhDs are older and midway through careers which are often not academic. This leads me to propose a model of intersecting contexts, as an alternative to McAlpine and Norton‟s nested context model of doctoral education, which more accurately reflects the local situation. I discuss the PhD experience and make use of the intersecting contexts model to develop the notion of congruence between the PhD, the contexts and the PhD person with more positive experiences being related to higher degrees of congruence. Finally, I consider how the outcomes of doctoral education, the learning and knowledge which result, relate to the expectations of the different stakeholders. The research took the form of a qualitative study with a multiple case-study design employing theoretical replication. I examined doctoral education in four academic units at three South African universities with the units selected to represent different disciplines. All four units were in previously advantaged universities from the English-speaking tradition and all were successfully producing PhD graduates. These rich pictures of how doctoral education takes place contribute empirical evidence to current debates about the PhD in South Africa. At a conceptual level I identify the competing discourses about what a PhD is. I provide a more nuanced understanding of the practice of doctoral education within the overarching model of individual supervision. The intersecting contexts model provides a way to understand the expectations and circumstances of doctoral people and the notion of congruence illuminates their varied experiences. Finally, the study confirms that the outcomes of doctoral education, in terms of learning and knowledge generated, meet at least some of the expectations of policy-makers, supervisors and people who do PhDs.

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Almeida, Arroio Teixeira José Luís. « Da Supervisão Pedagógica à Supervisão Clínica, em Osteopatia ». Master's thesis, 2017. http://hdl.handle.net/10400.26/28279.

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A osteopatia é uma das especialidades das medicinas alternativas/não convencionais, desde a sua génese passou por longos períodos de vicissitudes, tanto no âmbito da prática como do ensino. Portugal é um dos países que o seu reconhecimento e regulamentação são muito recentes, estamos num momento, em que, a Agencia de Avaliação e Acreditação do Ensino Superior (A3ES) aprovou o ciclo de estudos, licenciatura em Osteopatia, existindo neste momento Escolas superiores de Saúde e Institutos, com aprovação para desenvolverem essas licenciaturas. Em suma, encontramo-nos num momento, que a supervisão assume um papel crucial na formação dos futuros profissionais. Neste contexto exige-se para o supervisor competências que permitam uma articulação eficaz entre a escola nova e o ambiente profissional existente, com funções igualmente educativas, mediatizadas pela instância de supervisão, assumindo uma dimensão verdadeiramente pedagógica, i.e., educativa. Palavras-chave Supervisão, Pedagogia,
Osteopathy is one of the specialties of alternative/ unconventional medicines. Since it`s origins it has gone through long periods of ups and downs, both in scope of practice and in teaching. Portugal is one of the countries where its recognition and regulation happened very recently with the accreditation by the Agency for the Evaluation and Accreditation for Higher Education (A3ES) of programmes of study in Ostheopahy offered by health colleges and institutes. In the present context supervision plays a crucial role in the training of future professionals. It is thus important that supervisors develop the supervisory skills that allow effective articulation between the new schools and the existing professional environments that also have educational functions and a pedagogical dimension.

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Siciliano, Florencia Beatriz Aranda. « Refelxão sobre o papel do supervisor pedagógico no contexto da educação escolar. Estudo de caso de uma supervisora pedagógica ». Master's thesis, 2016. http://hdl.handle.net/10400.26/21846.

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Este trabalho pretende apresentar uma reflexão sobre figura do papel do supervisor pedagógico e sobre os processos educativos, destacando aspetos relevantes desta figura, como a aquisição de uma perspetiva reflexiva e a capacidade de escuta ativa. Apresenta-se a problemática, analisando-se a importância crescente da reflexão sobre este papel. Optou-se por uma metodologia qualitativa, tratando-se de um estudo de caso único, dada a sua natureza essencialmente exploratória e o facto de o sujeito do estudo constituir simultaneamente o próprio caso. Fez-se, assim, uma abordagem narrativa integrada na linha de pesquisa de “vida profissional”. Conclui-se que é de grande importância o papel reflexivo desenvolvido pela figura do supervisor nos processos educativos.
The aim of this study is to produce a reflection on the role of the pedagogical supervisor as well as on the educational processes, highlighting relevant aspects such as the acquisition by the supervisor of a reflexive attitude and of a capacity for active listening. The problem is presented with an analysis of the growing importance of the supervisor’s role. The qualitative method was chosen, considering that this was a case study, with a single participant. A narrative approach was developed within the line of research on “professional life”. The study concludes that the role of the reflexive supervisor is fundamental in order to achieve the best results in an educational setting

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Fernandes, Ana Maria. « Contributo para a concretização de um novo paradigma : a formação contínua como prática de uma pedagogia de supervisão ». Master's thesis, 2013. http://hdl.handle.net/10437/9100.

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Orientação: Maria João Sampaio de Carvalho Borges Lobo do Amaral
A dinâmica social exige da escola um serviço educativo com qualidade, que responda aos seus desafios e que se antecipe pró-ativamente na resposta às suas problemáticas. A prática da supervisão pedagógica vem trazer um valioso contributo para uma mudança de práticas, que permita que estas se transformem, constituindo-se numa mais-valia para os professores e por conseguinte, para os alunos, na concretização das suas aprendizagens. A formação contínua de professores, como modalidade de supervisão pedagógica, desenvolvida no contexto e na ação, pode contribuir para a concretização da escola reflexiva, construtora do seu próprio saber, de acordo com as suas necessidades e problemáticas. Este projeto pretendeu divulgar em vários agrupamentos de escolas, o conceito de supervisão pedagógica, usando sessões de formação e debate. Os resultados revelam que é possível mudar práticas, assim os professores estejam recetivos à mudança, construindo um novo paradigma de formação, uma nova cultura de práticas, em suma, uma nova pedagogia: uma pedagogia de supervisão. Para a concretização de uma pedagogia de supervisão torna-se necessário que as lideranças e os professores, em uníssono, não resistam à mudança e se permitam construir sinergias, potenciadoras de um serviço educativo de qualidade, no exercício de uma profissionalidade salutar.
Social dynamics demands from school a qualitative service that may respond to its challenges and is capable of reacting proactively and anticipatively to its difficulties. Pedagogical supervision practice brings a valuable contribution to the altering school practices that allows the latter to be modified and thus to become an asset for teachers and consequently for the students in their learning achievement. Teachers’ in-service education being as it is a kind of pedagogical supervision, provided it is implemented in context and through action, may contribute to the creation of a reflective school that builds its own knowledge accordingly to the needs and difficulties of all its inhabitant/always having in mind the needs and difficulties of … . The current research project aimed at unveiling the concept of pedagogical supervision in different groups of schools by means of teacher education meetings and debate. Provided teachers are receptive to change, the data show that practices can be altered through a new teacher education model, a new culture of practices, in short, by means of a new pedagogy – the pedagogy of supervision. In order to achieve this pedagogy of supervision both teachers and leaders should be open to change and able to set up synergies that promote a qualitative educating service, which is feasible by means of a thoughtful professionalism.

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Neves, Maria da Conceição Gomes Morais Farinha. « O papel da supervisão na emergência de uma escola reflexiva : um estudo de caso ». Master's thesis, 2014. http://hdl.handle.net/10400.2/3905.

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Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Num contexto mundial de constante mudança, a escola atual tem de acompanhar as grandes transformações ocorridas na sociedade, autorrenovando-se. É assim que emerge o conceito de escola reflexiva, uma escola que aprende e cujos agentes educativos revelam a capacidade de repensar constantemente a sua prática, elegendo a investigação-ação como metodologia de trabalho privilegiada. Nesta perspetiva de escola reflexiva, a supervisão assume grande relevância, enquanto facilitadora de atitudes e competências reflexivas e colaborativas, potenciadoras do desenvolvimento pessoal e profissional dos docentes e do desenvolvimento da escola enquanto organização. Partindo destes pressupostos, o objetivo desta investigação é conhecer as representações dos docentes sobre o papel da supervisão para a emergência de uma escola reflexiva. Neste sentido, delineámos os objetivos que nortearam o presente estudo: 1) Conhecer as conceções e práticas de supervisão de diferentes atores numa escola secundária; 2) Apreender as perceções dos diferentes atores sobre as funções supervisivas e o modo como são desempenhadas; 3) Conhecer o impacto das práticas de supervisão no desenvolvimento profissional dos docentes; 4) Identificar possíveis contributos da supervisão para a emergência de uma escola reflexiva e para o desenvolvimento organizacional. Com base nos objetivos propostos, realizámos uma investigação centrada no estudo do caso de uma escola secundária, com o recurso à metodologia qualitativa. Recorremos à análise documental e à entrevista semiestruturada como técnicas de recolha de dados e à análise de conteúdo como técnica de análise de dados. A análise documental incidiu sobre um corpus que incluía o Projeto Educativo, o Regulamento Interno e o Relatório de Avaliação Externa. A entrevista foi aplicada ao diretor, aos coordenadores de departamento e a outros quatro docentes da escola em estudo. Os resultados obtidos apontam para o desenvolvimento de atitudes reflexivas e colaborativas por parte dos agentes educativos. No entanto, a persistência de algumas representações negativas sobre a supervisão causa resistências e impede que os supervisores tenham um papel mais interventivo no trabalho docente e na emergência de uma escola reflexiva.
In a constantly changing world, the modern school has to go hand in hand and back up the huge changes that have been taking place in present day society, and in doing so, school should also undergo a process of self renovation. It is under this light that we can find the concept of a reflexive school, a school which is ready and willing to learn and a school, the educators of which, clearly show the ability of re-thinking, and permanently ponder and dwell on their educating practice or methods; selecting as their first and best option the so-called “researching-acting” methodology. Under this concept of reflexive school “supervision” emerges with an enormous importance, as an enabling mean to convey both reflexive attitudes and skills, which will be at the same time a way of helping and making it possible to reach an individual and professional development of both the teachers and the school itself as an established institution. Taking the above facts as our assumptions, the purpose of this research project is to get to know the teacher's thoughts about the role played by supervision with a view towards attaining an emergent reflexive school. Bearing this in our minds, we set out the main purposes, which led our way throughout this research and study: 1) To become familiar whit the concept and practice of supervising on behalf of different agents within a secondary school. 2) To learn more about the different agents ways of perceiving both the supervising functions and the way they are actually carried out; 3) To get information of the real impact of supervision practices on the teaching staff development as professionals. 4) To identify eventual contributions of supervision towards the emergency of a reflexive school as well as towards its organizational development. Bearing in mind the suggested purposes, we carried out a research study centered on the case study of a secondary school, following the so-called qualitative methodology. We used the documental analysis and also the semi-guide lined interview as our main method for collecting relevant data and we used the contents analysis as our main method for interpreting those data. The final results clearly show the development and increasing progress of reflexive and collaborative attitudes on behalf of the educational agents. Nevertheless, the still remaining negative views about supervision lead to inevitable resistance and prevent the supervisors from playing a more intervenient role both in the teaching staff’s work and also in the clear emergency of a reflexive school.

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Lemos, José Machado de. « Sistemas educativos : Comparação do Sistema Educativo Português com Sistemas Educativos de Referência ». Master's thesis, 2010. http://hdl.handle.net/10437/1145.

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Orientação: Glória Ramalho
A actividade de um Supervisor Pedagógico processa-se no interior dos sistemas educativos. Ele é um profissional altamente especializado que tem de tomar decisões no sentido da melhoria do sistema e dos agentes que nele intervêm. Neste estudo, parte-se do princípio que as decisões dentro de um sistema educativo têm de ser decisões bem fundamentadas, pois irão ter repercussões em todo o sistema e nos seus elementos. Para estas decisões serem consequentes, não podem ser tomadas sem uma orientação que esteja baseada em modelos ou práticas consideradas boas. Só depois de se saber as melhores práticas é que podemos conhecer se as nossas decisões estão a ser tomadas num sentido correcto. Pretendeuse saber quais os sistemas educativos, do conjunto mundial de países, que respondiam melhor a um grupo de critérios considerados críticos. Com base nos critérios do Índice de Educação do PNUD foi encontrado um conjunto de países com um Índice de Educação considerado elevado e, a partir deste dado, foi feito a dois níveis um estudo em Educação Comparada. Na primeira parte, é comparado o sistema educativo português com o conjunto destes países. Esta comparação mais global foi realizada nos seguintes critérios: índice de educação do PNUD; percentagem do PIB gasta na educação; número de anos na escolaridade obrigatória; e número de universidades por milhão de habitantes. Na segunda parte; é feita uma comparação mais focada entre o sistema educativo português e os sistemas educativos da OCDE e da União Europeia nos seguintes seis critérios: resultados no programa PISA e as cinco metas da União Europeia para a educação e formação para o ano de 2010. No conjunto dos 10 indicadores, os resultados mostram que em quatro [Índice de Educação, duração da escolaridade obrigatória, número de universidades por milhão de habitantes e taxa de variação do total de licenciados em matemática, ciências e tecnologias] Portugal apresenta resultados positivos que o colocam próximo dos sistemas educativos de referência, quer a nível mundial quer a nível europeu. No PIB gasto em educação, a situação do sistema educativo português está próxima dos valores de referência com um valor ligeiramente abaixo da média. Em cinco dos indicadores estudados [resultados do estudo PISA em literacia científica; abandono escolar precoce; número de alunos de 15 anos com baixos resultados em leitura; percentagem de jovens de 22 anos que concluem o ensino secundário e participação da população adulta na aprendizagem ao longo da vida], o estudo comparativo revela que o Portugal apresenta resultados baixos quando comparado com os países da OCDE e da União Europeia. Verificase que em termos mundiais o sistema educativo português mostra uma tendência de aproximação aos sistemas educativos de referência. Na comparação com os sistemas educativos da União Europeia e com os sistemas educativos dos países que fazem parte da OCDE, o sistema educativo português ainda está muito longe dos sistemas educativos de referência destas duas organizações internacionais. Portugal apresenta um comportamento misto no conjunto de indicadores estudados que poderá resultar de razões sociais, culturais e históricas.
The work of an Educational Supervisor takes place within the education systems. The Educational Supervisor is a highly skilled professional who has to make decisions to improve the system and the agents involved in it. In this study, it is assumed that the decisions within the educational system must be well founded because these decisions will have repercussions throughout the system and its elements. For these decisions to be consistent, they cannot be taken without a guide that is based on models or practices considered to be good. Only when we know the best practices, can we know whether our decisions are taken in the right direction. We want to know which educational systems responded best to a group of criteria considered critical. Based on the criteria, of the Index of Education of the UNDP number of countries was found with a high Index of Education and from these criteria was done in two ways a study in Comparative Education. The first part compares the Portuguese education system with all these countries. This more general comparison was made on the following criteria: UNDP education index; percentage of GDP spent on education; duration of compulsory education; number of universities per million inhabitants. In the second part, a comparison more focused is made between the Portuguese education system and the educational systems of OECD and the European Union on the following six criteria: results in the PISA and Five European Union benchmarks for 2010. In all 10 indicators, the results show that in four [UNDP education index; duration of compulsory education; number of universities per million inhabitants; growth rate of total tertiary graduates in Mathematics, Science and Technology (MST)] Portugal shows positive results that place it close to the education systems of reference, both worldwide and European level. In the GDP spent on education, the situation of the Portuguese education system is close to reference values, a value slightly below average. In five of the studied indicators [results in the PISA; early school leavers; percentage of low-achieving pupils in reading literacy; upper secondary completion rates of young people; participation of adults in lifelong learning], comparative study shows that Portugal features low results when compared with OECD countries and the European Union. In global terms, the Portuguese education system shows a tendency to approach to the education systems of reference. In comparison with the educational systems of the European Union and the education systems of countries belonging to OECD, the Portuguese education system is still far from the educational systems of reference of these two international organizations. Portugal has a mixed behaviour in the studied set of indicators that may result from social, cultural and historical reasons.

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Ribeiro, João Maria do Carmo. « Práticas Reflexivas e Colaborativas no Desenvolvimento Profissional do Professor de Matemática ». Master's thesis, 2013. http://hdl.handle.net/10437/5463.

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Orientadora: Nilza Henriques dos Santos
A sociedade atual, designada de “ sociedade do conhecimento” é caracterizada pela conflitualidade, incerteza, complexidade e acelerada mudança, quer nos avanços tecnológicos, quer na vida dos cidadãos. Aos profissionais da educação é exigida uma postura de reflexão e colaboração, que responda aos desafios e objetivos comuns, que requerem atualização constante, segundo (Day, 2001), um “Desenvolvimento Profissional Contínuo”. Vivendo nesta realidade, este trabalho de projeto pretende dar resposta à questão: Como implementar práticas reflexivas e colaborativas que contribuam para o desenvolvimento profissional do professor de matemática do Agrupamento em que estou inserido? Ponte (2008, p. 14) salienta que “Na escola, os projectos constituem uma estratégia fundamental na promoção da qualidade do processo de ensino aprendizagem, ao mesmo tempo que se reconhece a sua importância no desenvolvimento de dinâmicas colaborativas no seio da escola”. É objetivo geral deste trabalho de projeto: Conceber um projeto que envolva práticas reflexivas e colaborativas que contribuam para o desenvolvimento profissional do professor de Matemática. Como tal, ao longo do projeto serão desenvolvidos: workshops, sobre “ Geogebra” e “Quadros Interativos Multimédia”; painéis temáticos com os temas “Práticas Reflexivas e Colaborativas no Desenvolvimento Profissional do Professor de Matemática” e “Práticas supervisivas e avaliativas do desempenho docente”; observação de aulas; criação de materiais e planos de ação ligados à matemática; análise dos programas de matemática e metas de aprendizagem; elaboração de um portefólio. A expetativa sobre a envolvência dos professores participantes e os resultados a serem obtidos com esta formação, alicerçam-se no trabalho empírico levado a cabo baseado numa entrevista a professores de matemática do Agrupamento de Escolas e na análise do relatório elaborado pela Inspeção Geral de Educação. Pretende-se promover a atualização de conhecimentos matemáticos dos professores aderentes ao projeto, incrementando práticas reflexivas e colaborativas entre pares contribuindo para o seu desenvolvimento pessoal e profissional.
The current society, called the "knowledge society" is characterized by conflict, uncertainty, complexity and rapid change, both in technological advances and the lives of citizens. A posture of reflection and collaboration is required to educative professionals in order to respond to these demanding challenges and objectives, which require constant updating, a ' Continuing Professional Development, according to ( Day , 2001) ". Living in this reality, this working project aims to answer to the question: How to implement collaborative and reflective practices that contribute to the professional development of mathematics teachers in the group that I am inserted in? Ponte (2008 , p . 14 ) notes that " In school , the projects are a key strategy to promote the quality of teaching and learning process as well as time it recognizes their importance in the development of collaborative dynamics within the school ". The aim of this research project is: Designing a project involving collaborative and reflective practices that contribute to the professional development of mathematics teacher. Throughout the project will be developed : workshops on " Geogebra " and " Multimedia Interactive Boards " ; thematic panels with the themes " Reflective and Collaborative Practices in Professional Development of Mathematics Teacher" and " evaluative supervisory practices and teacher performance " , classroom observation , creation of materials and plans of action related to mathematics, mathematical analysis of programs and learning goals , development of a portfolio . The involvement of the participating teachers and the results to be obtained from this training is due to the empirical work carried out, based on an interview with mathematics teachers Schools Department added to the analysis of the report done by the General Inspectorate of Education. It is intended to promote the upgrading of mathematical teachers knowledge adherent to the project, increasing reflective practice and collaborative peer contributing to their personal and professional development.

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Alves, Ana Margarida Massa de Oliveira. « Experiências de Supervisão Pedagógica : contributos para o desenvolvimento profissional dos professores cooperantes do 1º ciclo do Ensino Básico ». Master's thesis, 2011. http://hdl.handle.net/10400.3/2656.

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Dissertação de Mestrado, Supervisão Pedagógica, 4 de Fevereiro de 2011, Universidade dos Açores.
Cada vez mais as instituições de formação se têm preocupado com o modo como os professores aprendem a ensinar, perspectivando-se, nessa preocupação, a intenção de formar profissionais mais competentes. Reconhece-se, portanto, que a qualidade da educação depende, em larga medida, da qualidade da formação dos professores e do seu desenvolvimento profissional ao longo da carreira. De entre as experiências que podem contribuir para a aprendizagem e desenvolvimento profissional do professor, destacamos as experiências de supervisão pedagógica. O objectivo da nossa investigação foi conhecer as representações que os professores cooperantes do 1º Ciclo do Ensino Básico têm da sua experiência supervisiva e compreender o impacto que essa experiência poderá ter tido no seu desenvolvimento profissional. Em face destes objectivos, optámos por um estudo de natureza descritiva e interpretativa e por uma metodologia de investigação qualitativa. Os dados foram recolhidos através da realização de entrevistas semi-directivas, cujo conteúdo foi sistematizado e organizado através dos procedimentos da análise de conteúdo. Os resultados obtidos indicam que as 20 professoras entrevistadas percepcionaram de maneiras diferentes a experiência supervisiva. Um grupo mais alargado (16) representa-a como fracamente positiva, destacando-a como um dos factores que contribuiu para o seu crescimento pessoal e profissional; um grupo mais restrito (4) apresenta uma visão menos positiva do exercício dessas funções, não lhe atribuindo a mesma relevância ou impacto no seu desenvolvimento profissional ou pessoal e destacando até, em alguns casos, um certo impacto negativo. Para a maioria das entrevistadas, a actividade supervisiva permitiu adquirir/actualizar conhecimentos, melhorar as práticas pedagógicas e supervisivas, desenvolver capacidades e atitudes, através da troca de experiências e materiais, da observação de aulas, do trabalho desenvolvido com os estagiários e da interacção com outros supervisores e professores da universidade. Para as restantes, os obstáculos e dificuldades experimentados a vários níveis (gestão das relações interpessoais, articulação interinstitucional, desempenho dos estagiários) sobrepuseram-se aos poucos proventos que retiraram da experiência ao nível da aquisição/actualização de conhecimentos ou do desenvolvimento de algumas competências.
ABSTRACT: Understanding how teachers learn to teach and how they develop professionally, in order to help them become better teachers and improve the quality of education are major concerns amongst institutions responsible for teacher education. We now realize the professional experiences teachers undergo during their career are a major contribute to enlarge their professional knowledge and skills. Supervising is one of the experiences we believe can have great impact in teachers’ professional development. The aim of our research was to understand the representations that the cooperating teachers from Primary Schools have of their supervisory experience and understand the impact that this experience may have had on their professional growth. Given these goals, we chose a descriptive study and an interpretative and qualitative research methodology. The data were collected using semi-directive interviews, whose content was systematized and organized through the procedures of content analysis. The results indicate that the 20 teachers interviewed had different ways to experiment supervision. A larger group (16) represents it as not much positive, highlighting it as one of the factors that contributed to their personal and professional growth. A smaller group (4) shows a less positive view of those experiences, not giving the same relevance or impact on their professional or personal development, revealing, even, in some cases, a certain negative perspective. For most people, the supervision activity allowed to acquire/update knowledge, improve teaching and supervised practice, develop skills and attitudes, trough exchange of several experiences and materials, classroom observation, the work with trainee teachers, and the interaction with other supervisors and university professors. For the remaining individuals, obstacles and difficulties experienced in various areas (management of interpersonal relationships, institutional dialogue, and trainees’ performance) were bigger than the poor gains with the experience acquired in the acquisition/updating of knowledge or development of certain skills.

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Ruivo, Isabel Maria dos Anjos Farinha. « Sentido(s) da experiência no ofício de professor : um estudo exploratório ». Master's thesis, 2013. http://hdl.handle.net/10400.2/2820.

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Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Enquadrada teoricamente pelo estudo do conhecimento profissional docente, do desenvolvimento profissional docente e da profissionalização da profissão de professor, a presente investigação pretende detetar elementos explicativos de como é que a experiência da prática profissional contribui para a profissionalidade docente. Epistemologicamente situada no paradigma qualitativo, esta investigação assume-se como um estudo de caso, sendo o caso a geração de professores que iniciaram a sua carreira profissional entre os anos 80 e 90 do século XX e atingiram a fase da meiacarreira no século XXI, no contexto da mudança societal e educativa; foi utilizado o método do inquérito por entrevista e recorreu-se a uma amostragem não probabilística. Os resultados deste estudo identificam transformações operadas na prática docente que apontam a relação entre a experiência da prática profissional e o desenvolvimento da expertise do professor; os dados analisados revelam a importância da reflexividade e da valorização da aprendizagem permanente para o desenvolvimento profissional e indiciam ainda uma orientação crescente deste desenvolvimento no sentido da assunção consciente da dimensão ética do ato de ensinar. A análise das atribuições causais das transformações operadas no processo de desenvolvimento profissional permite estabelecer fortes relações entre a pessoa e o profissional, assim como identificar fatores favoráveis à prevenção da sedimentação de rotinas. Os resultados obtidos revelam também indícios da transformação da identidade profissional docente, pelo desenvolvimento da capacidade de mudança dos professores e pela alteração das relações profissionais e do contexto organizacional. No âmbito da Supervisão Pedagógica, o presente estudo permite ainda sublinhar a importância do conhecimento dos factores de enquadramento dos professores e destacar a importância do empowerment dos professores para o processo do seu desenvolvimento profissional.
Theoretically framed by the studies on teachers‘ professional knowledge, on teachers‘ professional development and on teaching profession‘s professionalization, the present research aims to detect explanatory elements on how professional practice contributes to teachers‘ professionalism. Epistemologically integrated on the qualitative paradigm of research, this study appears as a case study and it reports to the generation of teachers who started their professional career in between the 80s and the 90s in the XXth century and attained the middle-career phase in the XXIst century, in the context of the social and educational change; in this study, was used the method of survey by interview and a non-probabilistic sample. The results of this study identify transformations occurred in teachers‘ practice that point out the relationship between the professional practice and the development of teachers‘ expertise; the data analysed reveal the importance of reflexivity and of long life learning to teachers‘ professional development and also points to the growing orientation of professional development into the conscious assumption of ethical dimension of teaching. The analysis of the causal attributions of the transformations occurred throughout the professional development process allows to establish a strong relationship between the person and the professional, and to identify favourable factors to prevent professional practice routinisation. The data analysis also shows signs of professional identity transformation, connected to the development of teachers‘ change capacity and to the transformation of professional relationships and of organizational context. In the scope of pedagogical supervision, this study underlines the importance of teachers‘ framework factors knowledge and highlights the importance of teachers‘ empowerment for their professional development.

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Aleixo, Aida Maria Marques da Costa. « A Supervisão Pedagógica geradora de dinâmicas colaborativas entre professores de Matemática e Ciências Físico- Químicas ». Master's thesis, 2013. http://hdl.handle.net/10437/4333.

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Orientação: Nilza Henriques dos Santos
Numa escola que se encontra em transformação no sentido de se adaptar aos contextos sociais, culturais e políticos que a rodeiam, cabe aos professores serem agentes ativos na definição do caminho a percorrer, visando o aumento da qualidade educativa a proporcionar aos nossos jovens. O questionamento inerente à reflexão sobre o percurso profissional levou à identificação da situação problema e à formulação daquela que é a questão de partida deste trabalho: Como pode a supervisão pedagógica promover a troca de experiências e o trabalho colaborativo entre os docentes de Matemática e de Ciências Físico Químicas? Para dar resposta a esta questão, elaborámos o enquadramento teórico, orientado pelas palavras-chave e com recurso a autores de referência, no qual pretendemos salientar as principais investigações que conferem suporte às temáticas subjacentes: Cultura profissional docente, Supervisão pedagógica, Gestão curricular. Como o objetivo geral do trabalho de projeto é conceber um projeto de supervisão pedagógica que promova a troca de experiências e o trabalho colaborativo entre os professores de Matemática e de Ciências Físico Químicas, a terceira parte foi estruturada com base nos princípios subjacentes à metodologia de projeto. Recolhemos opiniões através de Inquéritos por Questionário, aplicados a todos os professores dos grupos disciplinares de Matemática e de Ciências Físico-Químicas. A análise dos questionários permitiu constatar que o que é prescrito na literatura especializada não parece ser posto em prática, verificando-se incongruências entre o que deve ser feito e o que é levado a cabo na prática, o que nos leva a salientar a necessidade de formação em supervisão e mais concretamente em trabalho colaborativo. É pois tendo por base o que aqui é referido que se propõe, como plano de intervenção, a realização de uma oficina de formação que, em primeiro lugar, seria destinada aos docentes de Matemática e de Ciências Físico Químicas, devendo posteriormente ser alargada a outros grupos disciplinares e a todos os departamentos.
In a school that is changing in order to adapt to the social, cultural and political issues that surround it, it is for teachers to be active agents in defining the way to go, in order to increase the quality of education provided to our youth. The challenge inherent in the reflection on the professional path led to the identification of problem situation and its formulation, which is the starting point of this paper: How can the pedagogical supervision promote the exchange of experiences and collaborative work among teachers of Mathematics and Physic Chemical Sciences? To answer this question, we have prepared a theoretical framework, guided by keywords and using reference authors, in which we intend to highlight the main investigations that give support to the underlying themes: Professional teaching culture; Supervision, Curriculum Management. As the general aim of this project is to design a project of pedagogical supervision that promotes exchange of experiences and collaborative work among teachers of Mathematics and Physics and Chemistry, the third part was structured based on the principles underlying the design methodology. Collect opinions through surveys by questionnaire, applied to all teachers of disciplinary groups of Mathematics and Physics and Chemistry. The analysis of the questionnaires have revealed that what is prescribed in the literature does not seem to be in place, checking for inconsistencies between what should be done and what is carried out in practice, which leads us to emphasize the need for training in supervision and specifically in collaborative work. Is it based on what is said here that proposes as intervention plan, conducting a training workshop that, in first place will be addressed to teachers of Mathematics and Physic-chemical sciences and must subsequently be extended to other disciplinary groups and all school departments.

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Leal, Florbela da Conceição Guerreiro. « A supervisão pedagógica na reestruturação de um curso de Formação em bLearning Empresarial : Curso Formação Contínua de Formadores ». Master's thesis, 2017. http://hdl.handle.net/10400.2/6390.

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As novas tecnologias trouxeram uma nova forma de estar na educação. Incorporar as constantes inovações tecnológicas em contexto educativo/formativo é uma premissa que não deve ser ignorada. É nesse pressuposto que assenta o presente projeto. Pretendeu-se utilizar os princípios da supervisão pedagógica na reestruturação do Curso de Formação Contínua de Formadores em modalidade bLearning concebido pelo Centro de Formação Profissional (CFP) de uma Grande Empresa Nacional (GEN) contando, para tal, com o contributo que o Modelo Pedagógico Virtual da Universidade Aberta (UAb) pode trazer para a componente em contexto virtual do respetivo curso e futuras reestruturações de cursos em conceção, não descurando a vertente em sala de aula pois o referido curso será ministrado em bLearning. Pretendeu-se, pois, trazer as ideias e fundamentos pedagógicos de um modelo de eLearning em educação formal passiveis de adaptação a um modelo de bLearning empresarial, tendo em consideração as condicionantes de autonomia de execução por parte do formando, duração do curso, não ser necessária a intervenção do eFormador durante o curso e, principalmente, a identidade da empresa. Ou seja, pretende-se trazer para o ambiente empresarial uma componente colaborativa e interativa existente no bLearning educacional. Foi-me concedida a frequência de duas formações em sistema eLearning pelo Centro de Formação Profissional da GEN acerca das quais fiz uma avaliação de acordo com a Grelha de Análise (Barros, D.V. & Neves, C., 2014) (Anexo I). Procurou-se verificar, já nesta fase, quais os desafios deste processo e iniciou-se a adaptação com base em propostas que pudessem ajudar a superar os desafios identificados. Os resultados apresentados são de natureza interpretativa e obtidos através do estudo de documentos relativos ao “desenho” do Curso supra citado. Estes documentos foram sendo concedidos à medida que iam sendo reestruturados e entre cada um houve o cuidado, por parte do Centro de Formação Profissional, de ter em atenção às propostas de supervisão enviadas. É necessário referir que, apesar dos esforços levados a cabo pela entidade GEN, não foi possível, em tempo útil, efetuar uma avaliação do curso em funcionamento. Contudo, foi possível verificar que algumas características usadas em contexto pedagógico formal online são adaptáveis ao contexto empresarial sendo possível pensar um modelo pedagógico virtual direcionado para a formação em ambiente empresarial.
New technologies have brought a new way of being in education. A premise not to be ignored is incorporating the ongoing technological innovations in the educational/training context. This is the basis for this project. It’s aim was to use the principles of pedagogical supervision in restructuring the Curso de Formação Contínua de Formadores (Continuous Training Course for Trainers) by bLearning, conceived by the Centro de Formação Profissional (Continuous Training Center) (CFP) of a Large National Enterprise (Grande Empresa Nacional) (GEN,) provided, for this, with the contribution brought by the Virtual Pedagogical Model of University Aberta (UAb) to the component in virtual context of the respective course and future restructuring of courses in design, not neglecting the issue in the classroom since the referred course will be taught in bLearning. It was therefore intended to bring the ideas and the pedagogical foundations of an eLearning model in formal education that can be adapted to a business bLearning model, taking into account the conditions of autonomy of execution by the trainee, duration of the course, the lack of need of an eTrainer during the course and, mainly, the identity of the company. That is to say, it is intended to bring into the corporate environment a collaborative and interactive component existing in educational bLearning. I was granted the attendance of two training courses in eLearning system by the GEN’s Vocational Training Centre and I evaluated them according to the Grid of Analysis (Barros, D.V. & Neves, C., 2014) (Annex I). At this stage, the aim was to identify the challenges of this process and the adaptation began on the basis of proposals that could help overcome the identified challenges. The results presented are of an interpretive nature and were obtained through the study of the documents related to the "design" of the aforementioned Course. The documents was handed to me as they were being restructured, and in the meantime between each of them, the Vocational Training Center took into account the proposals for supervision sent. It should be noted that, despite the efforts made by the GEN, it was not possible to carry out an evaluation of the course in due time. However, it was possible to verify that some characteristics used in a formal on-line pedagogical context are adaptable to the business context and it is possible to think of a virtual pedagogical model suited for training in the business environment.

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Mateus, Maria Luísa da Piedade. « Relatório de atividade e de desenvolvimento profissional ». Master's thesis, 2013. http://hdl.handle.net/10400.26/9055.

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Résumé :

O presente relatório encontra-se estruturado em duas partes. A primeira relata um percurso profissional, procurando-se refletir sobre a supervisão pedagógica exercida em diferentes cargos desempenhados ao longo de trinta anos de docência. A segunda parte, mais reflexiva, de cariz prático-investigativo, ancorada no “histórico profissional”, procura enquadrar o exercício da supervisão pedagógica em duas dimensões complementares: formação inicial e formação contínua de docentes. Procuramos fazer uma análise crítica reflexiva baseada no quadro legislativo português e na literatura publicada, a propósito de questões como o desenvolvimento profissional no início e ao longo da carreira e a construção da profissionalidade docente, caracterizando-se esta por ser um processo ativo e construtivista, um processo concreto de ensino, observação, reflexão e avaliação. Desenvolve-se ao longo da vida profissional, relacionando-se as novas aprendizagens com conhecimentos prévios, tem lugar em contextos reais diários e liga-se à cultura e ao desenvolvimento da escola.
The present report is structured in two parts. The first part reports a professional career, trying to reflect about pedagogical supervision carried out in different functions performed for thirty years of teaching. The second part, more reflective, of a practical and investigative nature, anchored on the "professional history", tries to frame the exercise of pedagogical supervision on two complementary dimensions: initial and continuous teachers training. We try to make a critical reflective analysis based on the Portuguese legislative framework and on the published literature, concerning issues such as professional development in the beginning and throughout the teaching career and the construction of teaching professionality which is characterized by an active and constructivist process, a concrete teaching process, observation, reflection and evaluation. It develops throughout professional life, being the new learning related to previous knowledge, it takes place in real daily contexts and links itself to culture and school development.

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Malenzua, João Maconha. « O papel da supervisão pedagógica na mudança das práticas pedagógicas dos professores do 3º ciclo de aprendizagem do ensino básico : um estudo em duas escolas primárias completas, ZIP3 - Nhamatanda-Lamego ». Master's thesis, 2017. http://hdl.handle.net/10400.2/6729.

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A Supervisão Pedagógica tornou-se uma preocupação no desenvolvimento profissional dos professores, em especial o desempenho dos supervisores pedagógicos no apoio e aconselhamento dos professores nas práticas diárias no processo de ensino aprendizagem, tendo em conta as transformações políticas e organizacionais que tem ocorrido nos Institutos de Formação de Professores para Ensino Básico em Moçambique, na perspectiva de garantir a qualidade de formação de professores para Ensino Básico. O estudo analisa os processos e os critérios de implementação das actividades de supervisão pedagógica e as formas de coordenação das actividades supervisivas nas Zona de Influência Pedagógica (ZIP) em particular na Escola Primária Completa de Macumba e Escola Primária Completa de Mão-Tsé-Tung. Os fundamentos do estudo versam os principais cenários de supervisão tendo em vista melhorar a qualidade do desempenho profissional dos professores relativamente ao processo de ensino aprendizagem. As perspectivas da supervisão pedagógica traduzem uma visão sobre as mudanças paradigmáticas da prática profissional, dando maior atenção ao desenvolvimento profissional do desempenho do professor, promovendo uma aprendizagem cooperativa entre professores. Jacobs e Goh (2008), salientam que a aprendizagem cooperativa que “significa que os professores ajudam os grupos de alunos a trabalhar juntos com mais eficácia, utilizando uma grande quantidade de teoria, pesquisa e experiência prática de nossos colegas educadores, tanto do passado quanto do presente” (p.7). Baseando-se especificamente nos professores estagiários do 3º ciclo de aprendizagem, pretende-se com este estudo traçar cenário adequado para a supervisão pedagógica, um modelo de supervisão que permita uma maior intervenção do supervisor pedagógico no acompanhamento e aconselhamento das actividades de práticas pedagógicas, que promova as mudanças da acção pedagógica e a promoção na carreira do professor estagiário. Reflectiu-se, através da análise dos fundamentos de vários autores, sobre a pertinência e sobre as contribuições que a supervisão pedagógica tem na vida do professor e no processo de desenvolvimento profissional do professor da função de docência. O estudo apresenta uma reflexão profunda sobre o envolvimento dos professores na criação de um ambiente favorável e na promoção de uma supervisão pedagógica sustentada num cenário adequado que contribui para a criatividade e rendimento prático do professor. O presente estudo tinha como objectivos específicos de: Caracterizar o papel do supervisor relativamente à mudança das práticas pedagógicas dos professores do 3º ciclo de aprendizagem; analisar as actividades de desenvolvimento profissional dos professores do 3º ciclo de aprendizagem das duas escolas em estudo; descrever actividades inerentes às mudanças das práticas pedagógicas; identificar as dificuldades sentidas pelos professores no desenrolar das actividades profissionais na sala de aula e propor medidas visando minimizar as dificuldades dos professores nas suas actividades profissionais. Neste estudo desenvolveu-se uma metodologia que assentou-se na abordagem qualitativa, porque permitiu-se uma maior interacção, compreender os resultados individualizados, compreender a dinâmica interna de programas e actividades, compreender os aspectos dos programas e avaliar os resultados difusos. Não obstante à metodologia, aplicou-se no estudo a técnica de escolha de dados através do recurso de questionários, a prática de entrevistas e por fim o estudo de documentos.
The Pedagogy supervision became a matter of concern in the professional development of teachers, especially based on the performance of supervisors in supporting and giving advice to the teachers in their daily work of teaching and learning practice, if we are to take into account the political and organizational transformation that is taking place in the basic training of teachers. The study is analyzing the processes and criteria for the implementation of pedagogical supervision activities, the coordination forms on activities under pedagogical supervision in the (ZIPs). The fundamental elements of the study underlines the principal scenarios meant to improve the quality on professional performance of teachers in relation to the learning and teaching process. The perspective of pedagogical supervision translate an insight and vision into the paradigmatic changes in professional practice, thus giving more attention to professional development meant to improve teacher’s performance , hereby promoting a combined learning and teaching amongst teachers. Jacobs and Goh (2008) is pointing out that combined learning “means that teachers have an opportunity to support the student groups to work together more effectively, thus making use of both theory and practical research and experience of other fellow teachers, during the old days and now” (p.7). The perspectives of supervision relies specifically on trainee teachers during the 3rd cycle of learning is intended to exchange experiences and strategies or appropriate scenario for pedagogical supervision, a supervision model that allows a much bigger intervention by the educational supervisor in following up and giving advice on the pedagogical practices activities that promotes changes in pedagogical actions thus promoting and upgrading the trainee teacher’s career. It reflected on the analysis on fundamentals of different authors, about the relevance on making positive contributions to the pedagogical supervision in the life of the teacher and the professional development of the functions of a qualified teacher. The study presents a profound reflection on the involvement of teachers in creating a good and conducive environment in the promotion of sustainable pedagogical supervision in an appropriate setting that contributes positively in the creativity and practical performance of the teacher. The present studies had the specific objectives: To characterize the supervisor's role regarding the change of the Pedagogical practices of the teachers in 3rd level of learning, to analyze the professional development activities of the teachers in 3rd level of learning in the 2 study schools, to describe and inherit activities regarding the changes in pedagogical practices, to identify the difficulties being faced by the experienced teachers in the development of the professional activities in class and to propose different measures to minimize the difficulties being faced by teachers in executing professional activities. This study developed a methodology based on the qualitative approach which allows the students to have greater interaction, build an understanding of individual results, in understanding the internal dynamics of the programs and activities, understanding the aspects of the programs and evaluating the results. Despite the methodology, being applied during studies, the technique of collecting data through using questionnaires, the practice of conducting interviews and finally the analyses of documents.

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