Avaliando o modelo de estágio dos Mestrados em Ensino da Universidade do Minho
entre a qualidade desejada e a qualidade percebida
DOI:
https://doi.org/10.34019/1984-5499.2020.v22.29962Keywords:
Formação inicial de professores, Estágio, Perceções, QualidadeAbstract
O presente artigo incide num estudo de avaliação do atual modelo de estágio dos Mestrados em Ensino da Universidade do Minho (Portugal), criados no âmbito da Reforma de Bolonha. Esse modelo integra um conjunto de estratégias formativas de orientação reflexiva, conferindo destaque à investigação pedagógica como estratégia de desenvolvimento profissional dos futuros professores. O estudo, efetuado 10 anos após a implementação do modelo, envolveu o inquérito por questionário a supervisores da universidade (n=34), orientadores cooperantes das escolas (n=112) e ex-estagiários (n=133). Apresentamos resultados relativos às suas perceções sobre o contributo do modelo no desenvolvimento profissional e as medidas institucionais desenvolvidas para melhorar o seu funcionamento. Ao confrontar pressupostos e linhas de ação do modelo com as perceções dos atores, identificam-se aproximações e afastamentos entre a qualidade desejada e a qualidade percebida, o que permite traçar algumas propostas de desenvolvimento futuro.
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References
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CANÁRIO, Rui. A prática profissional na formação de professores. In: CAMPOS, Bártolo Paiva (Org.). Formação profissional de professores no Ensino Superior. Porto: Porto Editora, 2002. p. 31-45.
COCHRAN-SMITH, Marilyn. Studying teacher education: what we know and need to know?, Journal of Teacher Education, v. 56, n. 4, p. 301-306, 2005.
CORREIA, José Alberto. Para uma teoria crítica em educação. Porto: Porto Editora, 1998.
EBBY, Caroline Brayer. Learning to teach mathematics differently: the interaction between course-work and fieldwork for pre-service teachers. Journal of Mathematics Teacher Education, v. 3, p. 69-97, 2000.
ELSTAD, Eyvind. University-based teacher education in the field of tension between the academic world and practical experience in school: a Norwegian perspective. European Journal of Teacher Education, v. 33, n. 4, p. 361-74, 2010.
ESTRELA, Maria Teresa; ESTEVES, Manuela; RODRIGUES, Ângela. Síntese da investigação sobre formação inicial de professores em Portugal (1990-2000). Porto: Porto Editora, 2002.
FORMOSINHO, João. Academização da formação de professores. In: FORMOSINHO, João (Coord.). Formação de professores: aprendizagem profissional e acção docente. Porto: Porto Editora, 2009. p. 73-92.
FLORES, Maria Assunção (Org.). Formação e desenvolvimento profissional de professores. Contributos internacionais. Coimbra: Edições Almedina, 2014a.
FLORES, Maria Assunção. Teacher learning in the workplace in pre-service teacher education in Portugal: potential and limits from a pre-service teacher perspective. In: MCNAMARA, Olwen; MURRAY, Jean; JONES, Marion (Eds). Workplace learning in teacher education. International practice and policy. Dordrecht: Springer, 2014b. p. 243-260.
FLORES, Maria Assunção. Teacher education curriculum. In: LOUGHRAN, John; HAMILTON, Mary Lyn (Eds.). International handbook of teacher education. Dordrecht: Springer Press, 2016. p. 187-230
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FLORES, Maria Assunção; AL BARWANI, Thuwayba (Eds.). Redefining teacher education for the post-2015 era: global challenges and best practice. New York: Nova Science Publisher, 2016.
FLORES, Maria Assunção; VIEIRA, Flávia; SILVA, José Luís C.; ALMEIDA, Maria Judite. Integrating Research into the practicum: inquiring into inquiry-based professional development in post-Bologna initial teacher education in Portugal. In: FLORES, Maria Assunção; AL-BARWANI, Thuwayba (Eds.). Redefining teacher education for the post-2015 era: global challenges and best practice. New York: Nova Publisher, 2016. p. 109-124.
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LOUGHRAN, John. Is teaching a discipline? Implications for teaching and teacher education. Teachers and Teaching: theory and practice, v. 15, n. 2, p. 189-203, 2009.
LOUGHRAN, John; MENTER, Ian. The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, v. 47, n. 3, p. 216-229, 2019.
PEREIRA, Íris Susana; VIEIRA, Flávia. The critical role of writing in inquiry-based pre-service teacher education. In: BAŁACHOWICZ, Józefa; NOWAK-FABRYKOWSKI, Krystyna; ZBRÓG, Zuzanna (Eds.). International trends in preparation of early childhood teachers in a changing world. Varsóvia: Wydawnictwo, Akademii Pedagogiki Specjalnej, 2017. p. 136-161.
RUSSELL, Tom; FLORES, Maria Assunção. Developing as teacher educators: lessons learned from student voices during practice and research. In: SWENNEN, Anja; WHITE, Elisabeth (Eds.). Being a teacher educator: improving teacher education from within. Londres: Routledge (em publicação).
RUSSELL, Tom; LOUGHRAN, John. Self-study as a context for productive learning. Studying Teacher Education, v.1, n. 2, p.103-106, 2005.
SÁ-CHAVES, Idália. Portfolios reflexivos. Estratégia de formação e supervisão. 4. ed. Aveiro: Universidade de Aveiro, 2009.
SCHÖN, Donald. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987.
VIEIRA, Flávia. A experiência educativa na formação inicial de professores. Atos de Pesquisa em Educação, v. 8, n. 2, p. 768-795, 2013.
VIEIRA, Flávia; FLORES, Maria Assunção; SILVA, José Luís; ALMEIDA, Maria Judite. Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal. In: AL BARWANI, Thuwayba; FLORES, Maria Assunção; IMIG, David (Orgs.). Leading change in teacher education. Lessons from countries and education leaders around the globe. Milton Park: Routledge, 2019. p. 41-57.
VIEIRA, Flávia; MOREIRA, Maria Alfredo. Supervisão e avaliação do desempenho: para uma abordagem de orientação transformadora. Lisboa: ME, CCAP, 2010. Disponível em: http://www.ccap.min-edu.pt/pub.htm. Acesso em: 18 nov. 2019.
WILSON, Suzanne; FLODEN, Robert; FERRINI-MUNDY, Joan (2001). Teacher preparation research: current knowledge, gaps, and recommendations. Washington: University of Washington. Disponível em: https://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/TeacherPrep-WFFM-02-2001.pdf. Acesso em 18 nov. 2019.
ZEICHNER, Kenneth. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Educação, vol. 35, n. 3, p. 479-503, 2010. Disponível em: <http://redalyc.uaemex.mx/src/inicio/ArtPdfRed. jsp?iCve=117116968009>. Acesso em: 14 mai. 2012.
ZEICHNER, Kenneth; CONKLIN, Hilary. Teacher education programs as sites for teacher preparation. In: COCHRAN-SMITH, Marilyn; FEIMAN-NEMSER, Sharon; MCINTYRE, D. John; DEMERS, Kelly E. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. p. 269-289.
CANÁRIO, Rui. A prática profissional na formação de professores. In: CAMPOS, Bártolo Paiva (Org.). Formação profissional de professores no Ensino Superior. Porto: Porto Editora, 2002. p. 31-45.
COCHRAN-SMITH, Marilyn. Studying teacher education: what we know and need to know?, Journal of Teacher Education, v. 56, n. 4, p. 301-306, 2005.
CORREIA, José Alberto. Para uma teoria crítica em educação. Porto: Porto Editora, 1998.
EBBY, Caroline Brayer. Learning to teach mathematics differently: the interaction between course-work and fieldwork for pre-service teachers. Journal of Mathematics Teacher Education, v. 3, p. 69-97, 2000.
ELSTAD, Eyvind. University-based teacher education in the field of tension between the academic world and practical experience in school: a Norwegian perspective. European Journal of Teacher Education, v. 33, n. 4, p. 361-74, 2010.
ESTRELA, Maria Teresa; ESTEVES, Manuela; RODRIGUES, Ângela. Síntese da investigação sobre formação inicial de professores em Portugal (1990-2000). Porto: Porto Editora, 2002.
FORMOSINHO, João. Academização da formação de professores. In: FORMOSINHO, João (Coord.). Formação de professores: aprendizagem profissional e acção docente. Porto: Porto Editora, 2009. p. 73-92.
FLORES, Maria Assunção (Org.). Formação e desenvolvimento profissional de professores. Contributos internacionais. Coimbra: Edições Almedina, 2014a.
FLORES, Maria Assunção. Teacher learning in the workplace in pre-service teacher education in Portugal: potential and limits from a pre-service teacher perspective. In: MCNAMARA, Olwen; MURRAY, Jean; JONES, Marion (Eds). Workplace learning in teacher education. International practice and policy. Dordrecht: Springer, 2014b. p. 243-260.
FLORES, Maria Assunção. Teacher education curriculum. In: LOUGHRAN, John; HAMILTON, Mary Lyn (Eds.). International handbook of teacher education. Dordrecht: Springer Press, 2016. p. 187-230
FLORES, Maria Assunção. Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice. Journal of Education for Teaching, v. 44, n. 5, p. 621-636, 2018.
FLORES, Maria Assunção; AL BARWANI, Thuwayba (Eds.). Redefining teacher education for the post-2015 era: global challenges and best practice. New York: Nova Science Publisher, 2016.
FLORES, Maria Assunção; VIEIRA, Flávia; SILVA, José Luís C.; ALMEIDA, Maria Judite. Integrating Research into the practicum: inquiring into inquiry-based professional development in post-Bologna initial teacher education in Portugal. In: FLORES, Maria Assunção; AL-BARWANI, Thuwayba (Eds.). Redefining teacher education for the post-2015 era: global challenges and best practice. New York: Nova Publisher, 2016. p. 109-124.
FULLAN, Michael. The limits and the potential of professional development. In: GUSKEY, Thomas R.; HUBERMAN, Michael (Eds.). Professional development in education. New paradigms and practices. New York: Teachers College Press, 1995. p. 353-267.
KORTHAGEN, Fred. How teacher education can make a difference. Journal of Education for Teaching, v. 36, n. 4, p. 407-23, 2010.
KORTHAGEN, Fred; LOUGHRAN, John; RUSSELL, Tom (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, v. 22, p. 1020-1041.
LOUGHRAN, John. Researching teaching about teaching: Self-Study of teacher education practices. Studying Teacher Education, v.1, n. 1, p. 5-16, 2005.
LOUGHRAN, John. Is teaching a discipline? Implications for teaching and teacher education. Teachers and Teaching: theory and practice, v. 15, n. 2, p. 189-203, 2009.
LOUGHRAN, John; MENTER, Ian. The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, v. 47, n. 3, p. 216-229, 2019.
PEREIRA, Íris Susana; VIEIRA, Flávia. The critical role of writing in inquiry-based pre-service teacher education. In: BAŁACHOWICZ, Józefa; NOWAK-FABRYKOWSKI, Krystyna; ZBRÓG, Zuzanna (Eds.). International trends in preparation of early childhood teachers in a changing world. Varsóvia: Wydawnictwo, Akademii Pedagogiki Specjalnej, 2017. p. 136-161.
RUSSELL, Tom; FLORES, Maria Assunção. Developing as teacher educators: lessons learned from student voices during practice and research. In: SWENNEN, Anja; WHITE, Elisabeth (Eds.). Being a teacher educator: improving teacher education from within. Londres: Routledge (em publicação).
RUSSELL, Tom; LOUGHRAN, John. Self-study as a context for productive learning. Studying Teacher Education, v.1, n. 2, p.103-106, 2005.
SÁ-CHAVES, Idália. Portfolios reflexivos. Estratégia de formação e supervisão. 4. ed. Aveiro: Universidade de Aveiro, 2009.
SCHÖN, Donald. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987.
VIEIRA, Flávia. A experiência educativa na formação inicial de professores. Atos de Pesquisa em Educação, v. 8, n. 2, p. 768-795, 2013.
VIEIRA, Flávia; FLORES, Maria Assunção; SILVA, José Luís; ALMEIDA, Maria Judite. Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal. In: AL BARWANI, Thuwayba; FLORES, Maria Assunção; IMIG, David (Orgs.). Leading change in teacher education. Lessons from countries and education leaders around the globe. Milton Park: Routledge, 2019. p. 41-57.
VIEIRA, Flávia; MOREIRA, Maria Alfredo. Supervisão e avaliação do desempenho: para uma abordagem de orientação transformadora. Lisboa: ME, CCAP, 2010. Disponível em: http://www.ccap.min-edu.pt/pub.htm. Acesso em: 18 nov. 2019.
WILSON, Suzanne; FLODEN, Robert; FERRINI-MUNDY, Joan (2001). Teacher preparation research: current knowledge, gaps, and recommendations. Washington: University of Washington. Disponível em: https://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/TeacherPrep-WFFM-02-2001.pdf. Acesso em 18 nov. 2019.
ZEICHNER, Kenneth. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Educação, vol. 35, n. 3, p. 479-503, 2010. Disponível em: <http://redalyc.uaemex.mx/src/inicio/ArtPdfRed. jsp?iCve=117116968009>. Acesso em: 14 mai. 2012.
ZEICHNER, Kenneth; CONKLIN, Hilary. Teacher education programs as sites for teacher preparation. In: COCHRAN-SMITH, Marilyn; FEIMAN-NEMSER, Sharon; MCINTYRE, D. John; DEMERS, Kelly E. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. p. 269-289.
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Published
2020-06-30
