Indução e desenvolvimento profissional de professores: desafios e possibilidades

Autores

DOI:

https://doi.org/10.14244/198271996601

Palavras-chave:

Indução, Formação de professores, Desenvolvimento profissional.

Resumo

Neste texto analisamos a indução profissional a partir da literatura existente neste domínio discutindo o seu contributo para o desenvolvimento profissional dos professores. Reconhecendo-se a especificidade desta etapa de formação, analisam-se quatro temas principais: os desafios e dificuldades dos professores principiantes; o processo de socialização profissional, a (trans)formação da identidade profissional e o desenvolvimento de programas de apoio e orientação. São ainda discutidas as questões da relevância e da eficácia dos programas de indução, defendendo-se a necessidade de apostar no desenvolvimento de políticas neste âmbito e a pertinência de aprofundar o tema do ponto de vista da prática e da investigação. Mais concretamente, refletimos sobre a indução como prioridade política; a indução na perspetiva do desenvolvimento profissional; o papel do mentor e a agência do professor principiante. Argumentamos que o desenvolvimento de programas de indução eficazes e pertinentes tem de ir para além da perspetiva da deficiência, segundo a qual é necessário proporcionar aos novos professores estratégias de sobrevivência. Em vez disso, sugerimos que a indução constitui um espaço e um tempo de construção de conhecimento profissional, valorizando-se o contributo dos professores neófitos para o desenvolvimento da escola e para a promoção de uma cultura profissional colaborativa na medida em que pode promover o desenvolvimento profissional não só dos professores principiantes, mas também dos mentores.

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Biografia do Autor

Maria Assunção Flores, Universidade do Minho (UMinho)

Maria Assunção Flores doutorou-se em Educação pela Universidade de Nottingham, Reino Unido. Atualmente, é diretora do Centro de Investigação em Estudos da Criança, do Intituto de Educação da Universidade do Minho. É membro da direção da Rede Europeia de Políticas de Formação de Professores e do Fórum Internacional para o Desenvolvimento dos Formadores de Professores. Em 2021, 2022 e 2023 integrou a lista dos 2% de cientistas mais influentes do mundo, num estudo da Universidade de Stanford (EUA) e da Elsevier. Em 2023 foi galardoada com o prémio Michael Huberman pela Associação Americana de Investigação em Educação (AERA) e com o prémio ST2AR (Service to Teachers, Teaching, the Academy and Research), Serviço aos professores, ao ensino, à academia e à investigação, pela International Study Association on Teachers and Teaching.

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30-05-2024

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FLORES, M. A. Indução e desenvolvimento profissional de professores: desafios e possibilidades. Revista Eletrônica de Educação, [S. l.], v. 18, p. e6601004, 2024. DOI: 10.14244/198271996601. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/6601. Acesso em: 14 jun. 2024.

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Dossiê Concepções, Políticas e Práticas de Indução Docente
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