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Formação inicial docente para o envolvimento da família na educação
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Nas últimas décadas, o envolvimento das famílias na educação tem sido amplamente
reconhecido como essencial para o sucesso e bem-estar das crianças, exigindo que os
profissionais de educação estejam preparados para estabelecer relações de qualidade
com as suas famílias. Contudo, a investigação evidencia que a formação inicial docente
em Portugal continua a conferir um espaço reduzido e pouco sistemático a esta temática,
o que levanta interrogações sobre a forma como os futuros educadores e professores
desenvolvem competências para promover o envolvimento e participação das famílias
na educação.
Foi a partir deste enquadramento que se desenvolveu a presente investigação, que teve
como objetivo compreender o modo como a formação inicial prepara os futuros
docentes, em particular educadores de infância, para promover a participação das
famílias. Pretendeu-se, ainda, explorar as perceções de estudantes e docentes
relativamente à relevância, às dificuldades e à eficácia percebida das práticas de
envolvimento, bem como analisar relações entre a formação recebida e a perceção de
autoeficácia para envolver as famílias.
A investigação adotou um desenho misto, articulando abordagens qualitativas e
quantitativas. Foram realizados estudos empíricos complementares: (i) análise
documental dos planos de estudo e das unidades curriculares de cursos de formação
inicial; (ii) entrevistas a docentes e coordenadores responsáveis pela formação; (iii)
aplicação de questionários a estudantes de mestrado em Educação Pré-Escolar e em
Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, incluindo escalas validadas de
dificuldades antecipadas, autoeficácia e formação recebida; (iv) identificação de perfis
de estudantes com base na avaliação da formação recebida e análise da relação entre os
perfis e as perceções de dificuldades e de autoeficácia.
Os resultados obtidos evidenciam três dimensões principais de dificuldades antecipadas
na promoção do envolvimento: comunicação, envolvimento formal e apoio à
parentalidade, e envolvimento diferenciado. Verificou-se igualmente que os estudantes
que percecionam ter recebido uma formação mais consistente tendem a reportar maior
autoeficácia e menores dificuldades antecipadas. A análise de perfis permitiu distinguir
grupos de estudantes com trajetórias formativas diferenciadas, confirmando que a
qualidade da formação inicial constitui um fator relevante na forma como os futuros
profissionais encaram a relação escola-família.
Do ponto de vista qualitativo, emergem narrativas que sublinham a ausência de uma
abordagem transversal e integrada do tema ao longo dos cursos, coexistindo
experiências pontuais valorizadas pelos estudantes, sobretudo quando envolvem
atividades práticas de aproximação à realidade educativa. Os docentes e coordenadores
reconhecem a pertinência do tema, mas identificam limitações curriculares e estruturais
que condicionam a sua inclusão efetiva.
Em síntese, a tese evidencia a necessidade de reforçar, na formação inicial docente, a
preparação para o trabalho com famílias, indo além de perspetivas normativas e
centradas no cumprimento de formalidades. Recomenda-se a integração explícita e
transversal desta dimensão nos currículos, através de experiências formativas
diversificadas, práticas reflexivas e oportunidades de contacto direto com contextos
reais. Assim, a investigação contribui para o debate sobre políticas de formação docente
e para a construção de uma cultura educativa que reconhece as famílias como parceiras
fundamentais na promoção de aprendizagens significativas e no desenvolvimento
integral das crianças.
In recent decades, family involvement in education has been widely recognised as essential for children’s success and well-being, requiring education professionals to be prepared to establish high-quality relationships with families. However, research shows that initial teacher education in Portugal continues to allocate limited and unsystematic attention to this topic, raising questions about how future educators and teachers develop competences to promote family involvement and participation in education. Against this backdrop, the present study was developed with the aim of understanding how initial teacher education prepares future teachers, particularly early childhood educators, to promote family participation. It also sought to explore the perceptions of students and teacher educators regarding the relevance, challenges, and perceived effectiveness of family involvement practices, as well as to examine the relationships between the training received and students perceived self-efficacy in engaging families. The research adopted a mixed-methods design, combining qualitative and quantitative approaches. Complementary empirical studies were conducted: (i) documentary analysis of curricula and course units in initial teacher education programmes; (ii) interviews with teacher educators and programme coordinators; (iii) questionnaires administered to master’s students in Early Childhood Education and in Early Childhood and Primary Education, including validated scales of anticipated difficulties, selfefficacy, and training received; and (iv) identification of student profiles based on their evaluation of the training received, followed by an analysis of the relationship between these profiles and perceptions of difficulties and self-efficacy. The findings highlight three main dimensions of anticipated difficulties in promoting family involvement: communication, formal involvement and parental support, and differentiated involvement. It was also found that students who perceived their training as more consistent reported higher self-efficacy and fewer anticipated difficulties. The analysis of profiles made it possible to distinguish groups of students with different training trajectories, confirming that the quality of initial teacher education is a relevant factor in shaping how future professionals view school–family relations. From a qualitative perspective, the narratives underline the absence of a transversal and integrated approach to the topic throughout the programmes, coexisting with occasional experiences highly valued by students, particularly those involving practical activities that bring them closer to educational settings. Teacher educators and coordinators acknowledge the importance of the theme but point to curricular and structural constraints that hinder its effective inclusion. In summary, the thesis highlights the need to strengthen the preparation of future teachers to work with families, moving beyond normative perspectives centred on formal compliance. It recommends the explicit and transversal integration of this dimension into curricula through diversified training experiences, reflective practices, and opportunities for direct contact with real contexts. In doing so, the research contributes to the debate on teacher education policy and to the development of an educational culture that recognises families as key partners in promoting meaningful learning and the holistic development of children.
In recent decades, family involvement in education has been widely recognised as essential for children’s success and well-being, requiring education professionals to be prepared to establish high-quality relationships with families. However, research shows that initial teacher education in Portugal continues to allocate limited and unsystematic attention to this topic, raising questions about how future educators and teachers develop competences to promote family involvement and participation in education. Against this backdrop, the present study was developed with the aim of understanding how initial teacher education prepares future teachers, particularly early childhood educators, to promote family participation. It also sought to explore the perceptions of students and teacher educators regarding the relevance, challenges, and perceived effectiveness of family involvement practices, as well as to examine the relationships between the training received and students perceived self-efficacy in engaging families. The research adopted a mixed-methods design, combining qualitative and quantitative approaches. Complementary empirical studies were conducted: (i) documentary analysis of curricula and course units in initial teacher education programmes; (ii) interviews with teacher educators and programme coordinators; (iii) questionnaires administered to master’s students in Early Childhood Education and in Early Childhood and Primary Education, including validated scales of anticipated difficulties, selfefficacy, and training received; and (iv) identification of student profiles based on their evaluation of the training received, followed by an analysis of the relationship between these profiles and perceptions of difficulties and self-efficacy. The findings highlight three main dimensions of anticipated difficulties in promoting family involvement: communication, formal involvement and parental support, and differentiated involvement. It was also found that students who perceived their training as more consistent reported higher self-efficacy and fewer anticipated difficulties. The analysis of profiles made it possible to distinguish groups of students with different training trajectories, confirming that the quality of initial teacher education is a relevant factor in shaping how future professionals view school–family relations. From a qualitative perspective, the narratives underline the absence of a transversal and integrated approach to the topic throughout the programmes, coexisting with occasional experiences highly valued by students, particularly those involving practical activities that bring them closer to educational settings. Teacher educators and coordinators acknowledge the importance of the theme but point to curricular and structural constraints that hinder its effective inclusion. In summary, the thesis highlights the need to strengthen the preparation of future teachers to work with families, moving beyond normative perspectives centred on formal compliance. It recommends the explicit and transversal integration of this dimension into curricula through diversified training experiences, reflective practices, and opportunities for direct contact with real contexts. In doing so, the research contributes to the debate on teacher education policy and to the development of an educational culture that recognises families as key partners in promoting meaningful learning and the holistic development of children.
Descrição
Tese apresentada no ISPA – Instituto Universitário para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Educação na área de especialização de Psicologia e Educação
Palavras-chave
Formação Inicial de Professores Envolvimento e participação das Famílias na Educação Currículo Avaliação da Formação de Educadores e Professores Initial Teacher Education (ITE) Family involvement and participation in education Curriculum Evaluation of Teacher Education Early childhood pre-service teachers