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Orientador(es)
Resumo(s)
Este artigo identifica as semelhanças e diferenças na aprendizagem da gestão de comportamentos pelas
educadoras-estagiárias de Educação de Infância. Para tal, no âmbito da prática pedagógica final, acompanharam-se dois contextos supervisivos com distintos modos de fazer pedagógico:transmissivo e de participação. O estudo seguiu uma abordagem de natureza descritiva e interpretativa através da triangulação de diferentes fontes de dados (filmagem, notas de campo e portefólio). Os resultados demonstram que a aprendizagem profissional é contextual e que as educadoras-estagiárias e os contextos são realidades indissociáveis, havendo interdependência e interatividade entre as aprendizagens profissionais das candidatas a educadoras e os contextos supervisivos.
This article aims to identify the similarities and differences in the learning of behavior management by pre-school teachers-trainees. To accomplish these goals, during the final teaching practice, two pedagogically differentiated supervised contexts were followed: a socio-constructivist and a traditional context. This study followed a descriptive and interpretive approach, based on the triangulation of multiple sources of data (video recording, field notes and portfolio). The results indicated that the professional learning is contextual, that teachers-trainees and contexts are inseparable and that there ́s an interdependence and interaction between the professional learning of behavior management and the contexts where supervision takes place.
This article aims to identify the similarities and differences in the learning of behavior management by pre-school teachers-trainees. To accomplish these goals, during the final teaching practice, two pedagogically differentiated supervised contexts were followed: a socio-constructivist and a traditional context. This study followed a descriptive and interpretive approach, based on the triangulation of multiple sources of data (video recording, field notes and portfolio). The results indicated that the professional learning is contextual, that teachers-trainees and contexts are inseparable and that there ́s an interdependence and interaction between the professional learning of behavior management and the contexts where supervision takes place.
Descrição
Palavras-chave
Gestão de comportamentos Educação Pré- Escolar Prática supervisionada Estagiários Behavior Management Childhood Education Supervision training Pre-school teacher trainees
Contexto Educativo
Citação
Novo, Rosa; Prada, Ana Raquel Russo (2015) – A aprendizagem profissional da gestão de comportamentos na educação pré-escolar = Professional learning of behavior management in childhood education. Revista de Estudios e Investigación en Psicología y Educación. ISSN 2386-7418. 6, p. 1-5
Editora
Revista de Estudios e Investigación en Psicología y Educación