O universo da supervisão: uma abordagem inclusiva nos domínios da habilitação para a docência e da inserção profissional
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2015
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A presente investigação versa essencialmente sobre o universo da supervisão (educativa e profissional) numa perspetiva inclusiva, em dois domínios distintos: o domínio da habilitação para a docência e o domínio inserção profissional. As áreas de interesse desta investigação são o referencial teórico e prático relacionado com a Iniciação à Prática Profissional e consequentemente com a Prática de Ensino Supervisionada, assim como com os fundamentos necessários adstritos à área da Educação Especial assumidos como um valor acrescentado na formação e na intervenção educacional e profissional, em todo o processo adstrito à supervisão, por todos os seus intervenientes.
Em suma, quisemos aferir o Estado da Arte em todo o universo da supervisão (nos dois domínios acima referidos), através da utilização, enquanto instrumento de recolha de dados, de dois inquéritos estruturados de questões fechadas enviados (via Google Drive e dados posteriormente tratados no SPSS 22) aos inquiridos pertencentes à amostra final, a saber: a Professores Supervisores da Instituição de Ensino Superior (PSIES), a Professores Cooperantes das Instituições de Acolhimento (PCIA) e aos Estagiários – Professores em Formação e Alunos em Estágios de Inserção Profissional. Os inquéritos foram enviados a 32 cursos (21 no domínio da Habilitação para a Docência e 11 no domínio da Inserção Profissional) ministrados nas duas instituições de ensino superior público dos subsistemas de ensino superior universitário e politécnico, na região de Trás-os-Montes e Alto Douro: A UTAD (Universidade de Trás-os-Montes e Alto Douro) e o IPB (Instituto Politécnico de Bragança).
A metodologia adotada foi a Metodologia Quantitativa Ex Post Facto.
A amostra final desta investigação foi constituída por 547 inquiridos (398 estagiários; 64 PSIES; 85 PCIA).
This research work essentially addresses the universe of supervision (educational and professional ones) in an inclusive perspective, in two distinct domains: the domain concerning the teaching qualification and the professional insertion domain. The areas of interest in this research work are the theoretical and practical framework related to the Introduction to Professional Practice and consequently with the Supervised Teaching Practice, as well as with and necessary fundamentals assigned to the area of Special Education assumed as an added value in the training process and educational and professional intervention within all the process attached to supervision, by all its participants. In short, we wanted to assess the state of the art in the entire universe of supervision (in the two areas mentioned above), by using as an instrument of data collection, two structured surveys of closed questions sent (via Google Drive data and subsequently treated in SPSS 22) to respondents belonging to the final sample, namely: Supervising Teachers of the Higher Educational Institution (PSIES), the Cooperating Teachers from the hosting Institutions (PCIA) and the Interns - Teachers in Training and Students in internships of early stages of Professional practice. The surveys were sent to 32 courses (21 in the field of Teaching Qualification and 11 in the field of Professional Insertion) taught in both public institutions of higher education comprehending the subsystems of university and polytechnics institutions in the region of Tras-os-Montes and Alto Douro: UTAD (University of Tras-os-Montes and Alto Douro) and IPB (Polytechnic Institute of Bragança). The methodology adopted was the Ex Post Facto Quantitative Methodology. The final sample of this research work consists of 547 respondents (398 trainees, 64 PSIES; 85 PCIA).
This research work essentially addresses the universe of supervision (educational and professional ones) in an inclusive perspective, in two distinct domains: the domain concerning the teaching qualification and the professional insertion domain. The areas of interest in this research work are the theoretical and practical framework related to the Introduction to Professional Practice and consequently with the Supervised Teaching Practice, as well as with and necessary fundamentals assigned to the area of Special Education assumed as an added value in the training process and educational and professional intervention within all the process attached to supervision, by all its participants. In short, we wanted to assess the state of the art in the entire universe of supervision (in the two areas mentioned above), by using as an instrument of data collection, two structured surveys of closed questions sent (via Google Drive data and subsequently treated in SPSS 22) to respondents belonging to the final sample, namely: Supervising Teachers of the Higher Educational Institution (PSIES), the Cooperating Teachers from the hosting Institutions (PCIA) and the Interns - Teachers in Training and Students in internships of early stages of Professional practice. The surveys were sent to 32 courses (21 in the field of Teaching Qualification and 11 in the field of Professional Insertion) taught in both public institutions of higher education comprehending the subsystems of university and polytechnics institutions in the region of Tras-os-Montes and Alto Douro: UTAD (University of Tras-os-Montes and Alto Douro) and IPB (Polytechnic Institute of Bragança). The methodology adopted was the Ex Post Facto Quantitative Methodology. The final sample of this research work consists of 547 respondents (398 trainees, 64 PSIES; 85 PCIA).
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Supervisão , Estágios pedagógicos , Estágios pedagógicos , Necessidades educativas especiais , Inteligências múltiplas