Supervisão em educação de infância : supervisores e estilos de supervisão

Abstract

Esta investigação foi determinada pelo nosso contexto profissional, primeiramente como supervisora cooperante e depois como supervisora da ESE da Universidade do Algarve, que levou a apercebermo-nos das diferentes formas de actuação dos supervisores com os alunos-formandos, na promoção do seu desenvolvimento e aprendizagem. O presente estudo, de natureza essencialmente qualitativa, corresponde a este nosso interesse, sendo seu objectivo principal identificar e caracterizar os estilos de supervisão das quinze educadoras cooperantes, do 4° ano da Licenciatura em Educação de Infância, em 2001/2002, e complementarmente, através do estudo de "quatro casos", tentar compreender de forma exploratória, se esses estilos são influenciados pela fase da carreira em que cada uma das supervisoras se encontra (Zahorik, 1988; Gonçalves, 2000). Em síntese, o estudo aponta para a existência de estilos determinantes, embora a acção supervisiva recorra a funções múltlipas, que resultarão mais das características pessoais das supervisoras do que da fase da carreira em que as mesmas se encontram. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors. /*** Abstract -This investigation was determined according to our professional context – as a pre-school teacher supervisor, first, and later as a supervisor at Escola Superior de Educação, Universidade do Algarve –, which led to an awareness of the different attitudes of supervisors towards the students in the promotion of their development and learning process. The present research study – of a quality nature – addresses this interest, and its main goal is to identify and to determine the character of the supervising styles of fifteen pre-school teachers supervisors in the 4th year of the Course of Children's Education during the school year of 2001/2002. In addition, we will try to understand and explain through the analysis of fours study-cases, to what extent those styles are influenced by the moment each supervisor is undergoing in her career (Zahorik, 1988; Gonçalves, 2000). To sum up, the study establishes the existence of relevant styles in supervising, despite the fact that supervision makes use of a multitude of functions, which are less determined by the moments in the career than by the personal characteristics of the supervisors.