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Práticas reflexivas em contexto: estudo de caso sobre a ação e a reflexão docente numa escola privada
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O presente estudo assenta numa investigação descritiva, abrangente e exploratória sobre o docente e as suas práticas pedagógicas, no ensino privado. Para a sua concretização, assumimos a reflexão sobre a praxis como fundamental, não só per si mas igualmente no contexto do desenvolvimento profissional docente. Assim, objetiva-se contribuir para o conhecimento sobre o perfil e formas de atuação do professor do ensino privado do 1.º Ciclo do Ensino Básico ao Ensino Secundário, tendo por base a reflexão dos participantes sobre a sua profissão e a sua prática pedagógica diária. A investigação, de natureza qualitativa, contou com a participação de setenta e quatro professores de uma escola privada da área de Lisboa. Para a recolha de dados, foi aplicado um inquérito por questionário, que foca oito dimensões específicas: “Pensar a pandemia na minha prática docente”; "Pensar o ensino em geral"; "Pensar a pessoa por detrás do docente"; "Pensar o eu profissional"; "Pensar o eu profissional na relação com os outros"; "Pensar o ensino privado"; "Pensar o currículo" e "Pensar o ensino na relação com as TIC". Adicionalmente, recorreu-se também aos “Diários de Práticas” (adaptados dos “Diários de Aula” de Zabalza, 1994) e à observação não participante de aulas para consciencialização das ações docentes. Todos os dados foram alvo de uma análise qualitativa, abrangente e descritiva (Esteves, 2006). Os dados obtidos permitem-nos inferir, entre muitos outros aspetos referidos nesta investigação, que os docentes permanecem no ensino privado pela estabilidade profissional e financeira. Reconhecem a importância de refletir sobre a prática para aperfeiçoamento, cumprimento de objetivos pessoais e correção de atitudes. Consideram que os alunos os veem como amigáveis, mas exigentes e que os valores familiares coincidem com os escolares.
The present study is based on a descriptive, comprehensive and exploratory investigation about teachers and their pedagogical practices in private education. For its implementation, we assume the reflection on praxis as fundamental, not only per se but also in the context of teaching professional development. Thus, the objective is to contribute to the knowledge about the profile and ways of acting of the private education teacher from the 1st Cycle of Basic Education to Secondary Education, based on the reflection of the participants on their profession and daily pedagogical practice. The investigation, of a qualitative nature, has seventy-four teachers from a private school in the Lisbon area. For data collection, a questionnaire survey was applied, which focuses on eight specific dimensions: “Think about the pandemic in my teaching practice”; “Think about teaching in general”; “Think about the person behind the teacher”; " Think about the professional self"; "Think about the professional self in relation to others"; "Think about private education"; "Think about the curriculum" and "Think about teaching in relation to ICT”. Additionally, we also used the “Practice Dia-ries” (adapted from “Diários de Aula” by Zabalza, 1994) and non-participant observation of classes was carried out to raise awareness of teaching actions. All data were subjected to a qualitative, comprehensive and descriptive analysis (Esteves, 2006). The data obtained allow us to infer, among many other aspects referred to in this investigation, that teachers remain in private education due to professional and finan-cial stability, recognize the importance of reflecting on practice for improvement, fulfillment of personal goals and attitude correction. They consider that students see them as friendly but demanding and that family values coincide with school values.
The present study is based on a descriptive, comprehensive and exploratory investigation about teachers and their pedagogical practices in private education. For its implementation, we assume the reflection on praxis as fundamental, not only per se but also in the context of teaching professional development. Thus, the objective is to contribute to the knowledge about the profile and ways of acting of the private education teacher from the 1st Cycle of Basic Education to Secondary Education, based on the reflection of the participants on their profession and daily pedagogical practice. The investigation, of a qualitative nature, has seventy-four teachers from a private school in the Lisbon area. For data collection, a questionnaire survey was applied, which focuses on eight specific dimensions: “Think about the pandemic in my teaching practice”; “Think about teaching in general”; “Think about the person behind the teacher”; " Think about the professional self"; "Think about the professional self in relation to others"; "Think about private education"; "Think about the curriculum" and "Think about teaching in relation to ICT”. Additionally, we also used the “Practice Dia-ries” (adapted from “Diários de Aula” by Zabalza, 1994) and non-participant observation of classes was carried out to raise awareness of teaching actions. All data were subjected to a qualitative, comprehensive and descriptive analysis (Esteves, 2006). The data obtained allow us to infer, among many other aspects referred to in this investigation, that teachers remain in private education due to professional and finan-cial stability, recognize the importance of reflecting on practice for improvement, fulfillment of personal goals and attitude correction. They consider that students see them as friendly but demanding and that family values coincide with school values.
Descrição
Em parceria com ISPA e NOVA FCT
Palavras-chave
Professores Formação Supervisão Práticas reflexivas Desenvolvimento profissional Tecnologias de informação e comunicação Relação pedagógica Ensino-aprendizagem Teachers Reflexive practices Pedagogical relationship