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Advisor(s)
Abstract(s)
The international and national literature has shown the importance of organization and management of the classroom to prevent disruptive behaviors, crossing this problem with teacher education. In this sense, the aims of this study are: (i) understand the representations of the student teachers about disruptive behaviors and the pedagogical relationship; (ii) understand the representations of the student teachers about the relational competence and classroom management; (iii) understand the impact of a collaborative and training process, in the development of relational competence and classroom management toward the construction of a preventive attitude face to disruptive behaviors and; (iv) understand the supervision processes involved in the student teachers training. The research focuses on a process of supervision and training with characteristics of action research based on the assumptions of clinical supervision/collaborative. The investigational focus is characterized as a Case Study Holistic, centered on a group of 18 student teachers who formed six groups of three elements, in each group was assumed as a case. The research is divided in five stages: Stage 1 - Negotiation (September 2009); Stage 2 - Diagnosis (October / November 2009) - a questionnaire composed of open questions; Stage 3 – Action planning and development (December 2009 to May 2010) - use of reflective texts, individually and in groups, field notes and questionnaires of closed questions (adapted from Amado & Freire, 2009) applied cyclically, minutes of the reflection meetings, classroom observation grilles, registers critical incidents and audio recordings; Stage 4 - Evaluation / reflection; Step 5 - Follow-up Meeting (May 2011) - Semi-structured interviews. Throughout the process, and by 2014 will be conducted the analysis, data interpretation and theoretical research and production of the text that will lead to the doctoral thesis. References [1] Amado, J. & Freire, I. (2009). A(s) Indisciplinas na Escola - Compreender para Prevenir. Coimbra: Almedina. [2] Tauber, Robert T. (2007). Classroom Management: Sound Theory& Effective Practice. Westport: Praeger Publishers.
Description
Keywords
Relational competence Supervision context Teacher education
Citation
Ribeiro, Maria do Céu; Freire, Isabel (2011). The formal and informal caregivers: comparative analysis between the family and institucional contexts. In ESA 10th Conference Social Relations in Turbulent Times. Genebra
Publisher
Université de Genéve