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The present study fits the qualitative paradigm and its major goal is to analyse the differences and similarities between the social representations of the child educators of Instituições Particulares de Solidariedade Social (IPSS's or literally translating Social Solidarity Private Institutions) regarding the pedagogic supervision. This study intends to verify the subjectivity of these representations about pedagogic supervision, and the way how the emergence of this concept is expressed in the practices adequacy or in the implementation of this kind of process. The theoretical framework is intended to be adequate presenting and defining the major concepts, in particular: social representation of group and professional identity and different studies related to pedagogic supervision. It is a topic that becomes part of our path as educators and supervisors and makes this journey a journey of apprentice-researchers. For the operationalisation of this study several methods of data collection were used, allowing as such the articulation of the conceptual picture with the gathered testimonies. This study lead to the increased knowledge and opened the path for a series of recommendations which are considered relevant for the implementation and development of supervision processes in this context. [ABSTRACT FROM AUTHOR]

In usual teaching practice, several questions arise over time according to the situations experienced. Therefore, one of the issues raised curiosity was how to reconcile two fundamental aspects to be considered in the process of teaching and learning: the affection and authority. In this direction was made a survey in which through the use of semi-structured interviews with children and teachers from the Childhood Garden and 1st Cycle Basic Education, have tried to study student's behavior towards teaching: taking in account the dimensions of affection and authority issues in their performance; the role that teacher/educator must and/or should have as manager of authority and affection within the classroom. Data analysis was performed using the technique of content analysis. In main conclusion of the studies conducted, it was clear that students give as much importance to teacher's authority figure as to teacher affection figure, revealing that these two roles are needed in their learning process. Also the adults surveyed revealed that teacher's authority and affection figure are necessary to develop processes that requires responsibility and respect; arguing that we need both teaching and learning processes in order to achieve children, students and citizens proficiency. [ABSTRACT FROM AUTHOR]

This study aims to know the perceptions of a group of educators, about the importance of supervision in their professional development. It is intended to meet, analyze and interpret the way educators percecionam supervision, identifying the Supervisor's duties and powers, the supervisivas practices that promote professional development and the constraining factors and facilitation underlying this process. The study was conducted in a Private Institution of Social Solidarity, and a sample of nine educators. We opted for a qualitative methodology, descriptive and interpretative nature. Information was collected through semi-structured individual interviews, recorded in audio format. It was held on categorical data analysis, leading to interpretation and discussion of them. The results of this study point to a recognition among educators about the importance of supervision, collaboration and reflection on professional development enabling the identification of factors that facilitate or impede professional development. In the study it is possible to identify a reflective educator skills profile and perspetivar to reflective practice as an act that should be performed as an aid in the construction of knowledge, decision making and problem solving. This research also proved to be advantageous for Educators who identified the importance of collaborative work and reflection on the quality of practice and professional development. [ABSTRACT FROM AUTHOR]

This study aims to understand what's the contribution of the supervisor in the promotion of quality in child education, addressing the specific circumstances of the institutions that integrate the cooperative network in the portuguese educational system. Based on research methodology of multiple case studies, the empirical study was developed in and counted with thirteen kindergarten teachers and three directors of three institutions of private and cooperative network of the Leiria district. Modern society has evolved greatly towards quality, which makes it harder to understand the role of the educational supervisor in this world in which educational coordinators, directors and teachers themselves, play supervisory functions, representing an important contribution to qualitative improvement and management of the organizations. In general, what the study suggests is that supervisory practices do exist in these kind of institutions but require, above all, a change in training of the technicians and greater awareness towards the important role that it may represent to educational practices. It is therefore imperative that technicians are aware of the important role they play in the daily life of childhood education and supervisory practices, of their duties and master techniques and strategies that can / should use or develop in each context. [ABSTRACT FROM AUTHOR]

The focus of this study is placed on the study of model (self)cooperative formation of MEM, the role of pedagogical supervision and the contribution of these in these changes. The choice of this training model emerged due to their constant presence in the training of teachers and their (self)cooperative training. Due to its characteristics, the development of adults individually can not be envisaged without the viewpoint of improvement and collective development (Belchior, 2004). During the research were heard eight childhood educators who are part of a cooperative group of MEM in a given Regional Center following a qualitative approach, by conducting a case study. For the collection and analysis of data we resort to semistructured interviews and documentary analysis. We use also the questionnaire survey only to characterize the sample. The data analysis is evident through the discourse of the actors, the group helps them to grow as people and as professionals. Fact corroborated by Serralha (2009) to highlight this model as a mediator of professional development, as is exposed, account or presents what happened in their professional stories and where each is offered as a resource for others. All this focuses and develops shared ways of practicing the profession. This research shows that belonging to a group of training like this, where the pedagogical supervision and collaborative work will have an important role in the dynamics of work, promotes personal and professional development of teachers, a fact evidenced by Alves (2008). [ABSTRACT FROM AUTHOR]

It is intended to reflect the performance of teaching in higher education, taking into account their diversity and complexity, recognizing the transversal skills common to several areas of knowledge. Privileging the pedagogical-didactic dimension in relation to the following aspects: motivation and learning; tutorial support in higher education; promoting an active attitude of the students in building their professional development; construction/use of instruments of (self) evaluation of teaching practices. This article presents the starting point of a work that we want to develop as a research-intervention at the Polytechnic Instituto of Santarém (Instituto Politécnico de Santarém). [ABSTRACT FROM AUTHOR]

This research has as main objectives: studying the differences of behavior between boys and girls in preschool and their first school year, based in the opinion of the teachers; studying the way this differences influence or not the school results of the boys and the girls; and studying the role teachers and educators can have to promote a larger equality of opportunities and participation between boys and girls in school results and social development. The research followed a quality method (inquiries) and quantity (statistical analysis of school results). The research was developed in a primary school, with children between 8 and 10 years old, and with two teachers and one preschool teacher. The results show that, in general, there are differences in the behavior of boys and girls, and that there are differences in their school results. Even though the evidence of these differences, the gender is not a concern for the teachers due to a lack of knowledge on how to deal with it. Promoting awareness on how gender differences affect educational outcomes of children appears as a concern that needs to be the focus of increased attention since the initial training teachers. [ABSTRACT FROM AUTHOR]

As part of a comparative study between different countries, coordinated by Maria Moumoulidou (Démocrite University of Thrace, Greece)-the work presented in this communication aims to study the way how the dynamization of small groups can promote cooperative learning in childhood education. After a synthetic presentation of the fundamentals, purposes and steps of the study already conducted, is made an analysis of what 20 Portuguese childhood educators say about how they promote a cooperative learning in groups of kindergartens. Particular attention will be given to their concepcions of cooperative learning and cooperative work, also their difficulties on this kind of work. Taking into account that some of the teachers who participated in this survey belong to the Modern School Movement (MEM), having a specific training in this area, we intend to also reflect on the impact of this training on their conceptions on cooperative learning and cooperative work. The final purpose of this research is to build a tool for (self) evaluation of educational practices. [ABSTRACT FROM AUTHOR]

After the edition of the Educacional Guides «Gender and Citizenship in Presschool Education» and «Gender and Citizenship in the 1st cycle of basic education», results of a partnership between the Portuguese Commission for Citizenship and Gender Equality (CIG) and the Governmental Educational Department (DGE), it is now in development their dissemination in the educational institutions. The above guidelines present a set of (possible) answers to the pedagogical approach of gender, in terms of resources and in terms of instruments supporting the analysis (and occasional change ) of educational practice. The practical application of the suggested activities presents some results: the virtues of educational practice (related to this problem, and the fears, difficulties and ethical dilemmas identified and experienced by professionals, like the "fear of conflict". The data already collected, shows that it is mainly the organization of the group, the way that is made the management of interactions and conflicts that naturally arise in the life of the class, the main difficulties of the teachers. Among the various aspects often cited to justify this difficulty arises the fear of facing the conflict and ethical dilemmas of action that invoke dichotomies such as "intervene or not to intervene"; « give more importance to the individual or to the group"...en [ABSTRACT FROM AUTHOR]

Between 2010 and 2013 a ESE de Santarém team joined the TODDLER Project, coordinated by the University in Stavanger (Norway), and in which participate higher education institutions from over 6 countries: Germany, Belgium, Denmark, Spain, United Kingdom and Romania. With a duration of 3 years, this project, funded through a Comenius programme, was designed on the basis of the recommendations of the study of Eurydice (2009).4 Despite the recognition of the relevance of the quality of educational response for children under 3 years, in many countries, such as in Portugal, this response remains the target of several loose ends. With this project, among other things, we intend to the characterization of the reality of the countries concerned and the Organization of materials for the training of professionals working with this age group. The work done by the team of ESE, beyond the characterization of Portuguese reality, had as its main purpose the study of parental involvement, listening to families and researching projects and examples of good practices in Portugal and in the various partner countries of the project. In this text we present an overview of the theorists fundamentals; a description of the work done and the implications of this project in terms of training. At the end of the project we built a guide to be used both in the initial and continuous training. [ABSTRACT FROM AUTHOR]

This work is inserted in the Institutional Strengthening Project and from Quality of Basic Education is a Project of República Democrática de São Tomé e Principe, supported by the Calouste Gulbenkian Foundation in partnership with a team of consultants from the Escola Superior de Educação do Instituto Politécnico de Santarém. Is intended to define a training model and the organization of documents for the training of the directors of schools in basic education from São Tomé and Príncipe. Having regard to the shortcomings of the existing educational system and recognizing the directors as key elements for the qualitative development of schools and the implementation of innovations defined at the central level, the relevance of their role is even more evident. With this concern, we did questionnaires to listen the testimonials of some teachers, some families and some directors to better understand the reality of the schools . This text intends to present the work that is being conducted , explaining in more detail the objetives and methodologies, the pair of contextualization of the reality of the country. [ABSTRACT FROM AUTHOR]