A educadora enquanto decisora pedagógica e administrativa

Abstract

This report is part of the curriculum of the Master's Degree of Science in Education, Specialization in Administration and School Organization, Portuguese Catholic University, Porto polo. The work emerges as a document illustrating moments of reflective teaching profession extending the reflection of learned and now remembered by the author under a more mature look. Focused on the actual practice of kindergarten teacher who built an elliptical path, moving in various offices now based prays top, where their strength is versatility in the profession. Given the specificity of the garden for children in educational organization, but not forgetting the organization as a whole, and aware of the rapid changes that the organization suffers, especially at the dimensions curricular, administrative and evaluative thinking in action from the teacher knowledge acquired through experience and relationships within the school and the classroom itself, means to question these dimensions. The educator, as teacher or manager, with the specifics that are inherent in their work, need to reflect, to make decisions and act almost, or even simultaneously, to ensure that the timing does not escape, to ensure the effectiveness and efficiency their actions. A watchful eye that listens life that surrounds it. Think of a more profound and reasoned reflection, is the attitude that allows to integrate new perspectives to ensure awareness and consistency in performance, in a perspective of improvement, regardless of the level of "education" in which it operates, regardless of the function that plays in the educational organization. Under these assumptions, this work has begun to reflection and critical analysis of the vocational route, a route based on training, training in lifelong anchor at all times lived and shared and that focuses primarily on four aspects. It should be the beginning of the course in an institution of social solidarity, as something that marked the perspective of teachers towards integrating children at risk and educational activities, participation in a governing body, such as enlarging view projection of action in various contexts, the production of materials in co-authorships, as the embodiment of knowledge acquired in training and the need for sharing and, ultimately, the competition to the direction of a governing body, as an intervention by the availability to the organization and action. In combination these milestones, now analyzed in a theoretical framework, one realizes how much one can approximate the four dimensions outlined in the definition of standards of teacher performance, and which constitute the characterizing aspects of the professional work of teachers: professional, social and ethics; development of teaching and learning, participation in school and community relations education, development and training throughout life. It is also assumed the immensity of the school organization, and much yet to learn and do, and selection towards a more consistent decision making and guided to promote, within school, high school and a shared culture, both in terms of action inside the classroom while teaching, both in terms of administration and school organization as a leader.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor) & Vitor Manuel Miranda Alaiz (Supervisor)