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A competência educativa do professor: concepções de professores com funções inspectivas
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Advisor(s)
Abstract(s)
Defíne-se como objectivo do presente estudo conhecer as concepções de
um grupo de professores do Io Ciclo do Ensino Básico com funções inspectivas,
acerca da competência educativa dos professores daquele grau de ensino.
Para tal, foram entrevistados todos os Inspectores do Io Ciclo de uma das
Delegações Regionais da Inspecção-Geral da Educação. A entrevista realizada
individualmente aos sete Sujeitos que constituem a amostra, foi uma entrevista
semi-estruturada. Os dados recolhidos foram submetidos a análise de conteúdo e
evidenciam que, para este grupo de inspectores, é competente do ponto de vista
profissional o professor que se revele detentor de uma competência de carácter
global, que inclui várias dimensões:
1) a dimensão técnica de actuação que determina o professor como alguém
capaz de prever e preparar, adequadamente, a sua intervenção educativa,
nomeadamente, ao nível da planificação das actividades, definição de estratégias
de aprendizagem e construção/selecção dos materiais de suporte a utilizar na
execução do acto educativo.
2) a dimensão clínica que lhe permite resolver, mediante processos
reflexivos, questões de imprevisibilidade de que se reveste o seu trabalho de
educadores, conduzindo-os ao desenvolvimento da capacidade de aprender com
os erros que comete;
3) a dimensão pessoal que abrange as relações pessoais e interpessoais
que o docente mantém com os diferentes actores do acto educativo e que
possibilita que o professor se conheça a si e aos outros, e estabeleça relações
interpessoais positivas que facilitam o seu desenvolvimento e dos outros com
quem interage ao nível do contexto educativo;
4) a dimensão crítica que situa o professor como um problematizador de si
próprio e do contexto ecológico em que actua, entendendo-se que o professor
deve ser possuidor de uma consciência crítica que lhe permita ir além do
racionalismo técnico e conhecer as realidades sociais e culturais do ambiente em
que se move, intervindo como um agente de mudança ao nível das várias
dimensões do sistema educativo.Percepciona-se, assim, que para este grupo de Inspectores se toma
competente do ponto de vista profissional, o professor que não se assume como
detentor de cada uma das competências isoladamente, mas sim de uma
competência global, entendida sob as várias dimensões mencionadas, conceito
que se articula com o modelo teórico de Zimpher e Howey (1987), que suportou
a análise dos dados da presente investigação, confirmando-se o poder explicativo
deste modelo.
Por último, saliente-se que as concepções destes Inspectores entrevistados,
acerca das funções que desempenham, sublinham a importância do
desenvolvimento pessoal e profissional dos professores e o seu papel como apoio
desse desenvolvimento.
It is the aim of this study to make known the opinions of a group of elementary school teachers performing inspection duties, about the teaching competence of elementary school teachers. In order to do so, we interviewed ali Elementary School Inspectors of one of the "Delegações Regionais da Inspecção- Geral da Educação" (Regional Delegations of the General Inspection of the Education Department). The interview to the seven Subjects who make up the sample, was carried out separately and was a semi-structured one. The information gathered was the object of a quality-type analysis and the results show that according to this group of inspectors, the competent teacher, on a professional basis, is the teacher who detains a global competence comprising several dimensions: 1) a technical dimemion in their performance which provides them with the capacity to make forecasts in order to, adequately, prepare their teaching intervention, namely at the planning levei of their actmties, when definmg teaching strategies and elaborating and selecting teaching aids to be used during the act of teaching; 2) a clinicai dimension allowing them to solve unforeseen issues ansing in their teaching work and which by means of reflexive processes, leads them to deveiop their capacity to leam with the mistakes they make, 3) a personal dimension which includes relationship issued regarding personal and inter-personal relationships maintained by the teachers with the various parties that intervene in the act of teaching. It is this dimension that allows teachers to know themselves as well as others and to establish positive inter-personal relationships enabling them to develop themselves and others with whom they interact on a teaching basis; 4) a criticai dimension which places the teachers in the role of "problemizors" of themselves as well as of the ecological context in which they act. At this levei, it is understood that the teachers should possess a cntical conscience permitting them to go beyond the technical rationalism and know the social and cultural realities of the environment in which they move intervemng as agents of change conceming the various dimensions of the teaching system.It is therefore understood that in this group of inspectors' opinions from a Professional point of view, that competent is the teacher who does not regard him/herself as detaining each one of the competences separately but rather as detaining a global competence, perceived with those dimensions, a concept which corresponds with the theoretic model of Zimpher and Howey (1987), on which the analysis of this research was based thus confirming the explanatory capacity of this model. Lastly, one must enhance that the opinions of the interviewed Inspectors conceming the duties they perform, underline the importance of the teacher's personal and professional development as well as that of the role they play in supporting that development.
It is the aim of this study to make known the opinions of a group of elementary school teachers performing inspection duties, about the teaching competence of elementary school teachers. In order to do so, we interviewed ali Elementary School Inspectors of one of the "Delegações Regionais da Inspecção- Geral da Educação" (Regional Delegations of the General Inspection of the Education Department). The interview to the seven Subjects who make up the sample, was carried out separately and was a semi-structured one. The information gathered was the object of a quality-type analysis and the results show that according to this group of inspectors, the competent teacher, on a professional basis, is the teacher who detains a global competence comprising several dimensions: 1) a technical dimemion in their performance which provides them with the capacity to make forecasts in order to, adequately, prepare their teaching intervention, namely at the planning levei of their actmties, when definmg teaching strategies and elaborating and selecting teaching aids to be used during the act of teaching; 2) a clinicai dimension allowing them to solve unforeseen issues ansing in their teaching work and which by means of reflexive processes, leads them to deveiop their capacity to leam with the mistakes they make, 3) a personal dimension which includes relationship issued regarding personal and inter-personal relationships maintained by the teachers with the various parties that intervene in the act of teaching. It is this dimension that allows teachers to know themselves as well as others and to establish positive inter-personal relationships enabling them to develop themselves and others with whom they interact on a teaching basis; 4) a criticai dimension which places the teachers in the role of "problemizors" of themselves as well as of the ecological context in which they act. At this levei, it is understood that the teachers should possess a cntical conscience permitting them to go beyond the technical rationalism and know the social and cultural realities of the environment in which they move intervemng as agents of change conceming the various dimensions of the teaching system.It is therefore understood that in this group of inspectors' opinions from a Professional point of view, that competent is the teacher who does not regard him/herself as detaining each one of the competences separately but rather as detaining a global competence, perceived with those dimensions, a concept which corresponds with the theoretic model of Zimpher and Howey (1987), on which the analysis of this research was based thus confirming the explanatory capacity of this model. Lastly, one must enhance that the opinions of the interviewed Inspectors conceming the duties they perform, underline the importance of the teacher's personal and professional development as well as that of the role they play in supporting that development.
Description
Dissertação de mest., Unidade de Ciências Exactas e Humanas, Escola Superior de Educação, Univ. do Algarve,1998
Keywords
Organização do ensino Administração escolar Inspecção escolar