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Um projeto europeu de investigação ação como instrumento de desenvolvimento profissional dos professores
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Advisor(s)
Abstract(s)
O objetivo da presente dissertação é identificar as conceções dos professores, de uma escola pública do 3º ciclo e ensino secundário, que integraram o projeto europeu de investigação ação “Responding to diversity by engaging with students’voices: a strategy for teacher development – 2011/2014”, sobre o modo como essa participação se repercutiu no seu desenvolvimento profissional e na mudança das suas práticas educativas. Complementarmente, pretende-se também caracterizar as perceções dos professores e dos coordenadores do projeto sobre a forma como se desenrolou a parceria entre duas universidades diferentes e a escola. Os conceitos de trabalho colaborativo e de parceria educativa assumem um papel estruturante no contexto da pesquisa, que foca o caso concreto de uma escola portuguesa. Optámos por uma orientação que pudesse levar ao conhecimento das conceções atribuídas pelos envolvidos, tendo-se adotado uma metodologia de natureza qualitativa, fazendo recurso à revisão da literatura relevante sobre o tema, à análise documental e a entrevistas semiestruturadas e de grupo focal. As técnicas de investigação mobilizadas para o tratamento e interpretação da informação recolhida foram essencialmente a análise de conteúdo das entrevistas semiestruturadas e de grupo focalizado e a análise temática de documentos selecionados a partir do projeto objeto deste estudo.
Da análise efetuada, destacam-se como essenciais as seguintes conclusões: as relações estabelecidas no decurso da parceria, com base no apoio e na monitorização, visaram introduzir o questionamento e facilitar a reflexão dando lugar ao enriquecimento mútuo; os professores diretamente envolvidos consideram a sua participação no projeto muito positiva, dado que puderam participar de forma ativa no seu processo de formação contínua, assumindo o papel de investigadores, ao mesmo tempo que de executores das práticas, integrando um projeto comprometido com a inovação; o projeto contribuiu para a identificação de alterações organizacionais indispensáveis à continuidade das boas práticas.
The aim of this study is to identify teachers’ peceptions about their engagement with the action research project “Responding to diversity by engaging with students’voices: a strategy for teacher development – 2011/2014”. It is our purpose to identify in what way their professional development was affected and led to changes in their practices. Aditionally, it was our purpose to understand the dynamics of the partnership, mainly between two different universities and one school. Collaborative work and partnerships in education are the key concepts that informed our study, which is focused on a Portuguese secondary school, located in a suburban area of Lisbon. Study was based in a qualitative approach. Research techniques applied for data collection and analysis were literature review, document analysis, focal group and semi-structured interviews. Official documents from the project were studied and interviews to the participants were conducted and analysed. Main conclusions are: relationships developed between universities and school participants are based on support and monitoring and promote both questioning and reflection, which, in turn, lead to co-construction of knowledge; teachers development occurred during the process, as they were given the chance to participate actively in a research project which led to changes in their professional practices; due to the participation in the project organizational changes needed to the introduction of innovative practices were identified.
The aim of this study is to identify teachers’ peceptions about their engagement with the action research project “Responding to diversity by engaging with students’voices: a strategy for teacher development – 2011/2014”. It is our purpose to identify in what way their professional development was affected and led to changes in their practices. Aditionally, it was our purpose to understand the dynamics of the partnership, mainly between two different universities and one school. Collaborative work and partnerships in education are the key concepts that informed our study, which is focused on a Portuguese secondary school, located in a suburban area of Lisbon. Study was based in a qualitative approach. Research techniques applied for data collection and analysis were literature review, document analysis, focal group and semi-structured interviews. Official documents from the project were studied and interviews to the participants were conducted and analysed. Main conclusions are: relationships developed between universities and school participants are based on support and monitoring and promote both questioning and reflection, which, in turn, lead to co-construction of knowledge; teachers development occurred during the process, as they were given the chance to participate actively in a research project which led to changes in their professional practices; due to the participation in the project organizational changes needed to the introduction of innovative practices were identified.
Description
Dissertação de mestrado, Educação (Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2014
Keywords
Desenvolvimento profissional - Professores Trabalho colaborativo Práticas educativas Teses de mestrado - 2014