| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 25.08 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Os momentos de estagio pedag6gico assumem particular importancia na forma9ao inicial dos
professores, pelo conhecimento vivencial da escola e does) processo(s) de ensino e
aprendizagem, e pela a9ao reflexiva e investigativa que lhes possibilitam desenvolver,
ajudando-os a tornarem-se capazes de promover mudan9as significativas e de inova9ao
pedag6gica. Em tempos de pandemia associados a COVID-19, e vivenciada nos anos letivos
de 2019/2020 e de 2020/2021, recorreu-se a praticas de en sino nao presencial, levando a que
os estagios pedag6gicos e a supervisao dos mesmos se debatessem com divers as vicissitudes,
que exigiram a sua supera9ao e (re)adapta9ao. Sao objetivos deste estudo: (i) conhecer
experiencias, no que concerne as praticas e procedimentos supervisivos promovidos para
superar os constrangimentos que 0 confinamento produziu; (ii) compreender como e que se
operaram mudan9as ao nivel da forma9ao inicial de professores aos olhos de quem
supervisiona os estudantes/futuros professores no ambito da Inicia9ao a Pratica Profissional e
da Pratica de Ensino Supervisionada; (iii) identificar indicadores que ajudem a repensar as
estrategias de supervisao. A recolha de dados decorreu atraves da inquiri9ao por questionario
de docentes de uma institui9ao de ensino superior, ligados a praticas de supervisao pedag6gica
no Curso de Licenciatura em Educa9ao Basica e em cursos de mestrados profissionalizantes
para 0 ensino. Segundo os resultados os docentes viram-se confrontados com urn processo
complexo, mas que foi sendo superado de modo a que os estudantes nao ficassem lesados ao
nivel da aprendizagem e do desenvolvimento pro fissional.
The moments of pedagogical internship are particularly important in the initial training of teachers, due to the experiential knowledge of the school and the processes of teaching and learning, and the reflective and investigative action that enable them to develop, helping them to become if capable of promoting significant changes and pedagogical innovation. In times of pandemic associated with COVID-19, and experienced in the school years of 2019/2020 and 2020/2021, non-presential teaching practices were resorted to, leading to the pedagogical internships and their supervision to debate with several vicissitudes, which required its overcoming and (re )adaptation. The objectives of this study are: (i) to learn about experiences concerning the supervisory practices and procedures promoted to overcome the constraints that confinement produced; (ii) understand how changes were made in terms of initial teacher training in the eyes of those who supervise students/future teachers within the scope of Initiation to Professional Practice and Supervised Teaching Practice; (iii) identify indicators that help to rethink supervision strategies. Data collection took place through a questionnaire survey of teachers from a higher education institution, linked to pedagogical supervision practices in the Licentiate Degree in Basic Education and professional masters' courses for teaching. According to the results, teachers were faced with a complex process, but it was overcome so that students would not be harmed in terms of learning and professional development.
The moments of pedagogical internship are particularly important in the initial training of teachers, due to the experiential knowledge of the school and the processes of teaching and learning, and the reflective and investigative action that enable them to develop, helping them to become if capable of promoting significant changes and pedagogical innovation. In times of pandemic associated with COVID-19, and experienced in the school years of 2019/2020 and 2020/2021, non-presential teaching practices were resorted to, leading to the pedagogical internships and their supervision to debate with several vicissitudes, which required its overcoming and (re )adaptation. The objectives of this study are: (i) to learn about experiences concerning the supervisory practices and procedures promoted to overcome the constraints that confinement produced; (ii) understand how changes were made in terms of initial teacher training in the eyes of those who supervise students/future teachers within the scope of Initiation to Professional Practice and Supervised Teaching Practice; (iii) identify indicators that help to rethink supervision strategies. Data collection took place through a questionnaire survey of teachers from a higher education institution, linked to pedagogical supervision practices in the Licentiate Degree in Basic Education and professional masters' courses for teaching. According to the results, teachers were faced with a complex process, but it was overcome so that students would not be harmed in terms of learning and professional development.
Description
Keywords
Formação Inicial de professores Supervisão pedagógica Pandemia COVID 19 Estágios pedagógicos
Citation
Mesquita, Elza; Freire Ribeiro, Ilda; Sanches, Angelina (2021). Influência(s) da pandemia na formação inicial de professores: o caso dos estágios pedagógicos. In XVI Congresso Internacional Galego-Português de Psicopedagogia: livro de atas. Braga: Universidade do Minho. p. 1485-1497. ISBN 978-989-8525-71-0
Publisher
Universidade do Minho