As contribuições do Programa de Tutoria para o Desenvolvimento Profissional do Supervisor de Ensino

• Ano de defesa: 2016
• Autor(a) principal: Carvalho, Cláudia Romero Codolo de
• Orientador(a): Passos, Laurizete Ferragut
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Tutoria; Supervisor de Ensino; Formação continuada; Desenvolvimento profissional
• Palavras-chave em Inglês: Mentoring; Teaching Supervisor; Continuing training; Professional development
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10264

The present research has as objective to identify the possible contributions of a teaching methodology, via mentoring, for the professional development of the Teaching Supervisors of a Regional Education Board, located in São Paulo, East region. The research was supported by a qualitative approach and the data collection was performed through interviews with three Teaching Supervisors, who were exposed to the mentoring methodology. The organization and analysis of the interviews, as well the theoretical framework provided information to identify the aspects that contributed for the professional development of the teaching Supervisors. During the research, it was possible to identify that countless assignments are required from the Teaching Supervisor related with administrative and pedagogical issues, but there is a tendency to focus the actions in the administrative matters. The methodology has highlighted the need for a wider professional development, so that they can do their jobs with fullness. The result of the research shows a willingness of the supervisors on making a difference, focusing their work in getting closer with schools through a more effective action in the pedagogical issues. Another finding is related with the potential of the partnerships for training projects, which involves the Supervisor, in order to enable the enrichment of their work at the schools and contributing to their professional development