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Publication
Perspetivando um programa de formação continua com e para supervisores
Advisor(s)
Abstract(s)
A perspetiva de criação de um programa de formação contínua (PFC) com e para
supervisores envolvidos na formação inicial de professores de uma instituição de ensino
superior moçambicana conduziu-nos à ideação de um projeto. Neste artigo pretendemos,
em primeiro lugar sintetizar, consolidar e fundamentar os resultados obtidos até ao
momento e, em segundo lugar, fundamentar teoricamente as diretrizes a considerar no PFC.
Numa primeira fase, averiguámos as perceções dos professores supervisores de uma
instituição de ensino superior moçambicana, através da realização de um questionário, com
questões de natureza diversa. Para o tratamento dos dados recolhidos recorreu-se à
estatística descritiva e à análise de conteúdo. Nos resultados obtidos, no respeitante ao
desenvolvimento profissional dos supervisores, transpareceu a necessidade de atualização
dos seus conhecimentos e competências, emergindo a ideia de uma formação contínua que
conglomere diferentes abordagens (reflexão, colaboração, interação, investigação,
seminários, palestras, partilha de experiências, entre outras). Relativamente ao processo de
supervisão, foi enfatizado a sua função formativa, bem como os papéis desempenhados por
cada um dos intervenientes. Foram apontadas dificuldades, umas do foro organizacional e
outras relacionadas com a escassez de recursos. Foi evidenciada a necessidade de promover
mais interações entre a universidade – instituição de formação - e as escolas de acolhimento
dos futuros professores. Centrando-nos nas diretrizes a considerar para a conceção do PFC
e baseados em literatura de referência assinalamos como essencial a consideração das
necessidades e expetativas dos supervisores, garantindo a sua responsabilidade, autonomia
e o contexto de realização; contemple diferentes abordagens de desenvolvimento
profissional, como sejam, a reflexão, a supervisão, a colaboração e a investigação sobre a
prática profissional e promova a melhoria de competências necessárias ao exercício da
função de supervisor, nomeadamente no que concerne ao aprofundamento do conceito e ao
papel dos intervenientes, entre outras.
The perspective of creating an in-service training program with and for supervisors involved in the initial training of teachers at a Mozambican higher education institution led us to the idea of a project. In this article, we intend, firstly, to synthesize, consolidate and substantiate the results obtained so far and, secondly, to theoretically base the guidelines to be considered in the in-service training program. In a first phase we investigated the perceptions of supervising professors at a Mozambican higher education institution, through a questionnaire with different questions. For processing of the collected data, were used descriptive statistics and content analysis. The results obtained, regarding the professional development of supervisors, revealed the need to update their knowledge and skills, with the idea of continuous training that brings together different approaches (reflection, collaboration, interaction, research, seminars, lectures, sharing of experiences), among others). Regarding the supervisory process, it emphasized its formative function and the roles played by each of the players. Difficulties were pointed out, some in the organizational sphere and others related to the scarcity of resources. It showed the need to promote more interactions between the university - training institution - and the host schools of the future teachers. Focusing on the guidelines to be considered for the design of the continuing education program and based on reference literature, we point out as essential the consideration of the supervisors' needs and expectations, guaranteeing their responsibility, autonomy and the context in which they are carried out; contemplate different approaches to professional development, such as reflection, supervision, collaboration and research on professional practice and promote the improvement of skills necessary for the exercise of the supervisor function, namely with regard to the deepening of the concept and role stakeholders, between others.
The perspective of creating an in-service training program with and for supervisors involved in the initial training of teachers at a Mozambican higher education institution led us to the idea of a project. In this article, we intend, firstly, to synthesize, consolidate and substantiate the results obtained so far and, secondly, to theoretically base the guidelines to be considered in the in-service training program. In a first phase we investigated the perceptions of supervising professors at a Mozambican higher education institution, through a questionnaire with different questions. For processing of the collected data, were used descriptive statistics and content analysis. The results obtained, regarding the professional development of supervisors, revealed the need to update their knowledge and skills, with the idea of continuous training that brings together different approaches (reflection, collaboration, interaction, research, seminars, lectures, sharing of experiences), among others). Regarding the supervisory process, it emphasized its formative function and the roles played by each of the players. Difficulties were pointed out, some in the organizational sphere and others related to the scarcity of resources. It showed the need to promote more interactions between the university - training institution - and the host schools of the future teachers. Focusing on the guidelines to be considered for the design of the continuing education program and based on reference literature, we point out as essential the consideration of the supervisors' needs and expectations, guaranteeing their responsibility, autonomy and the context in which they are carried out; contemplate different approaches to professional development, such as reflection, supervision, collaboration and research on professional practice and promote the improvement of skills necessary for the exercise of the supervisor function, namely with regard to the deepening of the concept and role stakeholders, between others.
Description
Keywords
Desenvolvimento profissional Programa de formação contínua Supervisão Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pedagogical Context
Citation
Rodrigues, Maria José; Martins, Cristina; Santos, Dário; Zilhão, Lubacha; Almoço, Rogério (2021). Perspetivando um programa de formação continua com e para supervisores. In Carlos Teixeira; Vitor Gonçalves; Paula Odete Fernandes; Carla Sofia Araújo (Eds.) III Encontro Internacional de Língua Portuguesa e Relações Lusófonas: livro de atas. Bragança: Instituto Politécnico. p. 151-160. ISBN 978-972-745-295-8
Publisher
Instituto Politécnico de Bragança