Author(s): Machado, Jane do Carmo ; Andrade, Ana Isabel ; Neves, Rui
Date: 2025
Origin: Indagatio Didactica
Subject(s): Case studies; Supervision; In-service teacher training; Études de cas; Supervision; Formation continue des enseignants; Estudos de caso; Supervisão; Formação contínua de professores
O presente artigo tem como objetivo principal refletir sobre questões relacionadas com a formação de professores (FP) e a supervisão, analisando dados decorrentes do projeto TEDS - Teacher Education for Sustainability: proposals for and from in-service teacher education - 2019- 1-PT-01-KA201-060830, um projeto Erasmus +, que decorreu da parceria entre Instituições de Ensino Superior de cinco países europeus (Finlândia, França, Lituânia, Malta e Portugal). Os dados são decorrentes de Reflexão final individual (RFI) e de Entrevistas (E) vídeo-gravadas a duas professoras do Ensino Básico, do Sistema Educativo Português, que participaram num processo de formação contínua, mais concretamente numa oficina de formação sobre educação para a sustentabilidade. Os resultados apontam questões associadas a processos importantes no campo da supervisão: formação, trabalho, práticas, colaboração, aprendizagens, construção de conhecimento, partilha, reflexão, entre outras.
The main aim of this article is to reflect on issues related to teacher education (TE) and supervision. To achieve this goal, it analyses data from the TEDS project - Teacher Education for Sustainability: Proposals for and from in-service teacher education - 2019- 1-PT01-KA201-060830, an Erasmus+ project that resulted from a partnership between higher education institutions in five European countries (Finland, France, Lithuania, Malta and Portugal). The data comes from a Final Individual Reflection (FIR) and video-recorded interviews (E) with two primary school teachers from the Portuguese education system who participated in a continuous training process, specifically a training workshop on education for sustainability. The results point to issues associated with important processes in the field of supervision: training, work, practices, collaboration, learning, knowledge building, sharing, reflection, among others.
Le présent texte a pour objectif principal de réfléchir sur des questions liées à la formation des enseignants (FP) et à la supervision, en analysant des données issues du projet TEDS - Teacher Education for Sustainability: proposals for and from in-service teacher education - 2019- 1-PT01-KA201-060830, un projet Erasmus +, fruit d’un partenariat entre des établissements d’enseignement supérieur de cinq pays européens (Finlande, France, Lituanie, Malte et Portugal). Les données proviennent de la réflexion finale individuelle (RFI) et d’entretiens (E) vidéo-enregistrés avec deux enseignantes de l’enseignement primaire, du système éducatif portugais, qui ont participé à un processus de formation continue, plus précisément à un atelier de formation sur l’éducation au développement durable. Les résultats soulèvent des questions liées à des processus importants dans le domaine de la supervision : formation, travail, pratiques, collaboration, apprentissage, construction de connaissances, partage, réflexion, entre autres.
