Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v15i3.31426 |
Resumo: | This article is based on research conducted at Universidade Aberta as part of the master’s degree in Pedagogical Supervision. It is exploratory in nature, analyzing a non-probabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of self-knowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitative-interpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low. |
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Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practicesLa supervision pédagogique dans le contexte de l’éducation nationale: perspectives, symptômes et pratiquesSupervisão Pedagógica no contexto educativo português: perspetivas, sintomas e práticasThis article is based on research conducted at Universidade Aberta as part of the master’s degree in Pedagogical Supervision. It is exploratory in nature, analyzing a non-probabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of self-knowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitative-interpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low.Cet article est basé sur une recherche menée à l’Universidade Aberta dans le cadre du Master en Supervision Pédagogique. Il est de nature exploratoire et analyse un échantillon non probabiliste d’enseignants exerçant dans différentes régions éducatives du pays et à différents stades de leur carrière professionnelle. Elle repose sur l’hypothèse psychosociale selon laquelle l’individu et l’environnement sont liés par une relation dialectique qui les rend interdépendants. Sur cette base, les questions de recherche suivantes ont été abordées : les perspectives attribuées par les enseignants aux concepts de supervision pédagogique (SvP) soutiennent la pratique actuelle de SvP sous forme d’énoncés ; la contribution attribuée par les enseignants aux pratiques de SvP sur la modification de leurs pratiques d’enseignement ; l’augmentation de la réussite de leurs élèves, leur développement professionnel, le développement de la connaissance de soi et l’épanouissement personnel ; la relation entre les perspectives, les symptômes et les effets ressentis et les caractéristiques sociodémographiques. D’un point de vue méthodologique, un paradigme quantitatif-interprétatif a été utilisé avec l’application d’une enquête par questionnaire avec des réponses fermées consistant en des échelles de Likert à cinq éléments. L’analyse des résultats a été guidée par quatre dimensions d’analyse : i) la caractérisation sociodémographique ; ii) le type de relation de travail ; iii) l’ancienneté ; iv) les régions éducatives où ils enseignent. Les résultats indiquent une appréciation des principaux concepts théorico-pratiques qui sous-tendent la supervision pédagogique, mais considèrent que leur présence dans les processus SvP expérimentés est plutôt mitigée. La contribution des pratiques de SvP aux quatre aspects mentionnés ci-dessus est également considérée comme très faible.Este artigo baseia-se numa investigação realizada na Universidade Aberta no âmbito do mestrado em Supervisão Pedagógica. Assume um caráter exploratório, analisando uma amostra não probabilística de docentes, a lecionar nas diferentes regiões educativas do país e em distintas fases do seu percurso profissional. Parte da assunção, de caráter psicossocial, de que o indivíduo e o meio surgem conectados numa relação dialética que os torna interdependentes. Procura conhecer as perspetivas dos docentes acerca da forma como estes valorizam e como reconhecem estarem presentes, nos processos de supervisão pedagógica (SvP) vivenciados, os principais conceitos de SvP que suportam a sua prática hodierna, apresentados sob a forma de afirmações e qual o contributo atribuído pelos docentes às práticas de SvP vivenciadas sobre a modificação das suas práticas pedagógicas, o aumento do sucesso dos seus alunos, o seu desenvolvimento profissional o desenvolvimento do autoconhecimento e crescimento pessoal. Metodologicamente, optou-se por um estudo quantitativo-interpretativo com a aplicação de um inquérito por questionário com respostas fechadas, associadas a uma escala Likert de cinco itens. A análise dos resultados foi orientada pelas seguintes caraterísticas sociodemográficas: i) o tipo de vínculo laboral; ii) o tempo de serviço; iii) as regiões educativas onde lecionam. Os resultados são sintomáticos de que existe, por parte dos docentes uma valorização dos principais construtos teórico-práticos que consubstanciam a SvP, mas os participantes consideram a sua presença, nos processos de SvP vivenciados, bastante mitigada. O contributo das práticas de SvP sobre os quatro aspetos supracitados é considerado, pelos participantes, igualmente bastante reduzido.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2023-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v15i3.31426https://doi.org/10.34624/id.v15i3.31426Indagatio Didactica; Vol 15 No 3 (2023); 13-24Indagatio Didactica; Vol. 15 Núm. 3 (2023); 13-24Indagatio Didactica; Vol. 15 No 3 (2023); 13-24Indagatio Didactica; vol. 15 n.º 3 (2023); 13-241647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/31426https://proa.ua.pt/index.php/id/article/view/31426/22735Direitos de Autor (c) 2023 Daniel de Jesus Moreira Romeiro, Susana Henriqueshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRomeiro, Daniel de Jesus MoreiraHenriques, Susana2023-09-22T10:19:28Zoai:proa.ua.pt:article/31426Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:33.383451Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices La supervision pédagogique dans le contexte de l’éducation nationale: perspectives, symptômes et pratiques Supervisão Pedagógica no contexto educativo português: perspetivas, sintomas e práticas |
title |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
spellingShingle |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices Romeiro, Daniel de Jesus Moreira |
title_short |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
title_full |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
title_fullStr |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
title_full_unstemmed |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
title_sort |
Pedagogical Supervision in the Portuguese educational context: perspectives, symptoms, and practices |
author |
Romeiro, Daniel de Jesus Moreira |
author_facet |
Romeiro, Daniel de Jesus Moreira Henriques, Susana |
author_role |
author |
author2 |
Henriques, Susana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Romeiro, Daniel de Jesus Moreira Henriques, Susana |
description |
This article is based on research conducted at Universidade Aberta as part of the master’s degree in Pedagogical Supervision. It is exploratory in nature, analyzing a non-probabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of self-knowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitative-interpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v15i3.31426 https://doi.org/10.34624/id.v15i3.31426 |
url |
https://doi.org/10.34624/id.v15i3.31426 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/31426 https://proa.ua.pt/index.php/id/article/view/31426/22735 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2023 Daniel de Jesus Moreira Romeiro, Susana Henriques http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2023 Daniel de Jesus Moreira Romeiro, Susana Henriques http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 15 No 3 (2023); 13-24 Indagatio Didactica; Vol. 15 Núm. 3 (2023); 13-24 Indagatio Didactica; Vol. 15 No 3 (2023); 13-24 Indagatio Didactica; vol. 15 n.º 3 (2023); 13-24 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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