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O trabalho colaborativo num grupo de estágio de matemática do 2º Ciclo : Um estudo na unidade de estatística
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Orientador(es)
Resumo(s)
Este trabalho teve como objectivo descrever e compreender a forma como três
professores estagiários do 2º ciclo do Ensino Básico de Matemática e Ciências da
Natureza, planificam, actuam e reflectem sobre a sua prática. O estudo foi orientado
pelas seguintes questões de investigação: (a) Como decorre a planificação da
unidade de Estatística num contexto de trabalho colaborativo num grupo de estágio?;
(b) Como é que a planificação conjunta é concretizada por cada professor estagiário
na sala de aula?; (c) Como reflectem os professores estagiários sobre a sua actuação
individual e sobre a actuação dos restantes elementos do grupo?
O estudo envolveu a participação de um grupo de estágio formado por três
professores estagiários que, num contexto de trabalho colaborativo, planificou e
preparou as aulas da unidade temática Estatísfica do 5° ano de escolaridade.
A metodologia adoptada seguiu uma abordagem qualitativa e interpretativa e
incluiu vários métodos de recolha de dados, com o intuito de obter uma maior
diversidade de informações, nomeadamente: a observação, a análise documental e a
entrevista. Foram observadas todas as sessões de planificação e de actuação e
recolhidos os materiais elaborados para as aulas, bem como as reflexões escritas
individuais de cada professor estagiário. Foi ainda realizada uma entrevista depois
de concluída a leccionação da unidade Estatística.
Decorreram essencialmente dois momentos distintos de análise de dados. O
primeiro momento ocorreu durante a recolha de dados com a transcrição dos registos
áudio e o segundo momento, mais profundo e definitivo, após a recolha de dados
estar concluída. Os dados foram organizados e sintetizados em tabelas, de forma a
clarificar os três momentos que traduzem o modo como acontece o trabalho de
estágio: a planificação, a actuação e a reflexão. Foram considerados quatro casos: o
grupo de estágio e cada um dos três elementos que constituem esse grupo. Foram
elaboradas quatro tabelas: uma para o grupo de estágio e uma para cada elemento
que forma o grupo. Dada a natureza do estudo e dos dados recolhidos, foi utilizada a
análise de conteúdo.
Relativamente à planificação, a partilha de ideias permitiu que este grupo de
estágio fortalecesse a determinação em agir, conseguindo um acréscimo de
segurança para correr riscos ao longo das suas práticas, ao criarem-se condições
através do diálogo, negociação e reflexão conjunta de modo a enfrentar os desafios
decorrentes dessa mesma prática, permitindo que houvesse uma aprendizagem
mútua.
No que diz respeito á actuação pudemos constatar que as características
individuais de cada um dos elementos que constitui o grupo foram determinantes nas
suas actuações; embora a planificação fosse pensada e negociada em grupo, as suas
características pessoais prevaleciam durante as actuações, dando um cunho pessoal
às suas aulas.
O trabalho colaborativo contribuiu para as práticas reflexivas. A aprendizagem
mútua através do diálogo e de reflexão conjunta contribuiu para enfrentar desafios e
problemas sentidas pelo grupo e por cada elemento que constitui o grupo. Ao longo
dos momentos de reflexão, os professores estagiários não mostraram dificuldades
em reflectir sobre a inter-relação planificação/actuação enquanto estagiários
actuantes ou observadores e sobre o comportamento dos alunos; no entanto
mostraram dificuldades em reflectir acerca das aprendizagens dos alunos e do
conhecimento didáctico e estatístico
This study aimed to describe and understand the way three future Mathematics and Science teachers of the 2nd cycle of Basic Education plan, act and reflect upon their practice. The following research questions guided the study: (a) How does the planning of the Statistics unit take place in the context in collaborative work in a practicum group?; (b) How is the joint planning implemented by each future teacher in the classroom?; (c) How do pre-service teachers reflect upon their individual performance and upon the performance of the other elements of the group? The study involved the participation of a practicum group formed by three pre-service teachers who, in a context of collaborative work, planned and prepared classes for the 5th grade Statistics unit. The methodology followed was of a qualitative, interpretative nature and included several methods of data collection in order to gather a greater diversity of information, namely observation, document analysis and interview. All the planning and performance sessions were observed and the materials produced for the classes were gathered, as were each pre-service teacher's individual written reflections. An interview once they had concluded teaching the Statistics unit was also carried out. Basically two distinct moments of data analysis occurred. The first moment took place during the data collection with the transcription of audio records, and the second moment, which was deeper and more definitive, happened after concluding the data collection. The data were organised and synthesised in tables so as to clearly express the three decisive moments of practicum work: planning, performance and reflection. Four cases were taken into account: the practicum group and each of the three elements that form the group. Four tables were created: one for the practicum group and one for each of the elements forming the group. Given the nature of the study and of the data that were gathered, content analysis was used. As regards planning, sharing ideas allowed this practicum group to strengthen their determination to act, obtaining added security to run risks during their practices by creating the conditions to do so through dialogue, negotiation and joint reflection in order to face the challenges stemming from those very practices, thus producing mutual learning. As far as performance is concerned the individual traits of each of the elements of the group appeared to be decisive in their performances; although the piarming was thought out and negotiated in group, their personal characteristics prevailed during their performances, adding a personal touch to their classes. Collaborative work contributes to reflective practices. Mutual learning through dialogue and joint reflection contributed to face the challenges and difficulties felt by the group and by each of the elements constituting the group. During the moments of reflection, the pre-service teachers showed no difficulty in reflecting about the interrelation planning/performance as performing trainees or as observers and about students' behaviours; however, they did show difficulty in reflecting about what the students learned and about didactic and statistical knowledge.
This study aimed to describe and understand the way three future Mathematics and Science teachers of the 2nd cycle of Basic Education plan, act and reflect upon their practice. The following research questions guided the study: (a) How does the planning of the Statistics unit take place in the context in collaborative work in a practicum group?; (b) How is the joint planning implemented by each future teacher in the classroom?; (c) How do pre-service teachers reflect upon their individual performance and upon the performance of the other elements of the group? The study involved the participation of a practicum group formed by three pre-service teachers who, in a context of collaborative work, planned and prepared classes for the 5th grade Statistics unit. The methodology followed was of a qualitative, interpretative nature and included several methods of data collection in order to gather a greater diversity of information, namely observation, document analysis and interview. All the planning and performance sessions were observed and the materials produced for the classes were gathered, as were each pre-service teacher's individual written reflections. An interview once they had concluded teaching the Statistics unit was also carried out. Basically two distinct moments of data analysis occurred. The first moment took place during the data collection with the transcription of audio records, and the second moment, which was deeper and more definitive, happened after concluding the data collection. The data were organised and synthesised in tables so as to clearly express the three decisive moments of practicum work: planning, performance and reflection. Four cases were taken into account: the practicum group and each of the three elements that form the group. Four tables were created: one for the practicum group and one for each of the elements forming the group. Given the nature of the study and of the data that were gathered, content analysis was used. As regards planning, sharing ideas allowed this practicum group to strengthen their determination to act, obtaining added security to run risks during their practices by creating the conditions to do so through dialogue, negotiation and joint reflection in order to face the challenges stemming from those very practices, thus producing mutual learning. As far as performance is concerned the individual traits of each of the elements of the group appeared to be decisive in their performances; although the piarming was thought out and negotiated in group, their personal characteristics prevailed during their performances, adding a personal touch to their classes. Collaborative work contributes to reflective practices. Mutual learning through dialogue and joint reflection contributed to face the challenges and difficulties felt by the group and by each of the elements constituting the group. During the moments of reflection, the pre-service teachers showed no difficulty in reflecting about the interrelation planning/performance as performing trainees or as observers and about students' behaviours; however, they did show difficulty in reflecting about what the students learned and about didactic and statistical knowledge.
Descrição
Tese de mestrado em Educação (Didática da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Formação inicial de professores Estatística Trabalho colaborativo Planificação Reflexão Teses de mestrado - 2005