Modelos e Processos de Supervisão

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Ângela Maria Gomes Teles de Matos Cremon de Lemos Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 1,66

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Throughout this UC is intended to promote reflection and understanding of supervision models and processes. The process of supervision is understood as a process of construction / reconstruction of the theoretical references, based on the emerging knowledge of the practice. The supervisor is seen as the promoter of strategies that will develop in the student / teacher / educator the desire for a practice reflexive and continuous self-learning . The objectives of this UC are:

• Know and characterize supervisory practices and models
• Perspectives of supervisory practices compatible with training models
• Critical view of training strategies, methods and techniques in contexto

Syllabus

Pedagogical supervision - contextualization in contexts of education and brief evolution of the concept.
Supervision models.
Relation of the concept of supervision and the concept of leadership.
Stabilization of the concept of supervision.
Functions inherent to the action of the reflective supervisor.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The program contents of the UC are organized in a way that allows students to comprehensively analyze the specificity of the intervention in supervision in the different educational contexts.

The objectives are articulated with established programmatic content in that they allow students to discuss and analyze supervisory processes in education through multiple supervisory models.

The discussion of experiences in real contexts, will allow to build knowledge about the practices of supervision.

Teaching methodologies

The work methodology is oriented fundamentally to the promotion of experiential learning and stimulation of observation and reflection skills about these experiences, in order to conceptualize practices based on them.
It is based on an interaction between the reflection on situations of teaching practice and the foundation and theoretical depth of the topics under study.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The teaching methodologies proposed are based on processes of analysis of the theoretical references, starting from the emerging knowledge of scientific research and situating them in the current contexts of education.
The UC is structured on the basis of individual work and group work and / or with peers. Students are asked to articulate the different theoretical and experiential knowledge covered during the sessions. The aim is to promote critical reflection in education through collaborative spaces of analysis of real contexts

Assessment methodologies and evidences

The following working modalities are envisaged:
 Discussion of questions based on reading the texts indicated and prepared between sessions - 40%
 Presentation and discussion of reflections produced by students - 20%.
 A summary description of a supervised situation (selected from the observed and / or experienced professional experience), carrying out a reasoned reflection based on the theoretical elements made available during the course - 40%

Attendance system

Required

Bibliography

Leal, A. & Henning, P. (2009). Do exame da supervisão ao autoexame dos professores: estratégias de regulação do trabalho docente na supervisão escolar. Brasil: Revista Currículo sem Fronteiras, v. 9, n. 1, 251-266.
Maio, N.; Silva, H. & Loureiro, A. (2010). A supervisão: funções e competências do superviso. EDUSER – Revista de Educação, Supervisão pedagógica, 37- 51, Vol. 2(1).
Oliveira-Formosinho, J.(2002). A supervisão na formação de professores I - da sala à escola. Porto: Porto Editora.
Paquay, L., Altet, M., Charlier, E. & Perrenoud, Ph.(Éds.) (1996).Former des enseignants professionnels: Quelles stratégies? Quelles compétences? Bruxelles: De Boec.
Perrenoud, Ph. (2002). A Prática Reflexiva no Ofício de Professor: Profissionalização e razão pedagógica. Porto Alegre: Artmed.
Sá-Chaves, I. (2002). Práticas de supervisão: Tempo e memórias de formação. Infância e Educação: Investigação e Práticas (Revista do GEDEI), 4.
Sá-Chaves, I. & Amaral, M. J. (2000). Supervisão refl exiva: a passagem do eu solitário ao eu solidário. In I. Alarcão (org.). Escola Reflexiva e Supervisão. Uma escola em desenvolvimento e aprendizagem. Porto: Porto Editora, 79-95.
Sá-Chaves, I. (2000). Formação, conhecimento e supervisão: contributos nas áreas da
formação de professores e de outros profissionais. Aveiro: Universidade de Aveiro.
Sergiovanni, T. & Starrat, R. (2007). Supervision A redefi nition. Boston: MCGraw-Hill.

Legislação:
Decreto Regulamentar n.º 11/2008 de 23 de maio. D. R. n.º 99, Série I
Decreto Regulamentar n.º 1-A/2009 de 5 de janeiro. D. R. n.º 2, Suplemento, Série I
Decreto-Lei n.º 270/2009 de 30 de setembro. D. R. n.º 190, Série I
Decreto-Lei n.º 75/2010 de 23 de junho. D. R. n.º 120, Série I
Decreto Regulamentar n.º 2/2010 de 23 de junho. D. R. n.º 120, Série I
Decreto-Lei n.º 41/2012 de 21 de fevereiro. D. R. n.º 37, Série I
Decreto Regulamentar n.º 26/2012 de 26 de fevereiro. D. R. n.º 37, Série I