Análise das necessidades de formação do professor orientador de estágios externos a partir do self-study
DOI:
https://doi.org/10.35362/rie8213652Palavras-chave:
Autoestudo; self-study; estágios externos profissionais; reflexão crítica; formador de formadores; formação docenteResumo
Este artigo analisa a minha experiência como formadora iniciante, que começou a sua caminhada como docente e pesquisadora a partir do autoestudo (self-study). O centro desta contribuição é a análise da minha prática profissional como orientadora de 12 futuros professores durante as práticas de ensino ou estágios universitários externos. A metodologia, baseada no autoestudo, segue a proposta de Johns (2010), sequenciando etapas de indagação através de três fontes de informação, contrastação e ajuda: a observação e participação em sessões de focus group com alunos de graduação em educação infantil, que realizam pela primeira vez os estágios externos, um diário pessoal narrativo-reflexivo e, finalmente, vários encontros com duas amizades críticas. Através da análise contextual e reflexiva, concluo ressaltando a dimensão emocional implícita da orientação do processo de estágios externos. Esta avaliação suscita, por um lado, melhoras para o meu próprio desempenho profissional como formadora iniciante e, por outro, melhoras para a formação inicial do professor.
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