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A avaliação do impacto da formação pós-graduada nos professores e na escola : dois estudos de caso
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A presente investigação pretendeu estudar o impacto da frequência de cursos de pós-graduação – pós-graduação, mestrado e doutoramento – num conjunto de professores do ensino básico (EB) e do ensino secundário (ES) situados profissionalmente num agrupamento de escolas da rede pública e num Colégio privado. Este estudo emergiu na sequência de uma investigação mais ampla desenvolvida a nível nacional – Conhecimento profissional docente – construção e uso - com o objetivo de avaliar as implicações da formação pós-graduada (FPG) de professores nas escolas onde prestam serviço. Assim, dando seguimento a esta linha de investigação procurámos compreender o impacto da FPG a três níveis: nas salas de aula (micro-impacto), nas escolas (meso-impacto) e nas práticas investigativas e educativas na comunidade (macro-impacto), e apresentar recomendações para potenciar os efeitos da FPG nas escolas e da sua rentabilização pelos órgãos de gestão. A relevância, a pertinência e a atualidade deste estudo remetem-nos para o aumento, em Portugal, nos últimos anos, da frequência de cursos pós-graduados por professores (Araújo & Bento, 2008; GPEARI, 2011). No entanto são poucos os estudos realizados neste domínio, quer nacional quer internacionalmente (e.g. Kuenzer & Moraes, 2005; Cruz, Pombo & Costa, 2008; Araújo & Bento, 2008; White, Fox & Isenberg, 2011) e não há dados sobre o impacto desta formação nas escolas onde estes professores desempenham funções. A acompanhar todo o processo foi fundamental a construção de um quadro teórico de referência em torno de três grandes áreas: Currículo e Pedagogia no Ensino Superior, Formação Pós-Graduada e Avaliação do Impacto da Formação. Esta investigação, de natureza qualitativa, para a qual foi adotada uma abordagem interpretativa, contemplou cinco fases de desenvolvimento. A primeira fase implicou a leitura e análise dos questionários aplicados pela equipa do estudo mais abrangente, com o objetivo de compreender a distribuição, de caracterizar e de identificar as responsabilidades e as implicações das FPG frequentadas por professores a nível nacional. Esta fase remeteu-nos para um segundo momento com a descrição e análise dos perfis curriculares de alguns dos cursos de FPG mais frequentados pelos professores em Portugal, através da análise documental. A terceira fase destinou-se à investigação empírica com a realização de dois estudos de caso. Nesse momento foi aplicado um novo questionário e realizadas entrevistas semi-diretivas com o objetivo de caracterizar a população respondente, de sinalizar os docentes com FPG e de compreender as perceções dos professores pós-graduados e daqueles que ocupam cargos de liderança. Seguiu-se a descrição e análise de perfis curriculares, desta vez, de cursos pós-graduados frequentados por alguns dos professores participantes na investigação, após a qual se procedeu a uma análise de conteúdo de todos os dados recolhidos. A quarta fase da investigação foi dedicada a uma reflexão, articulação e integração dos resultados obtidos nos momentos anteriores, levando à apresentação de conclusões que possibilitaram compreender o impacto da FPG frequentada por professores ao nível micro, meso e macro. A estes níveis associou-se um novo nível, não previsto, que designámos por auto-impacto, enquanto impacto pessoal, reconhecido pelos entrevistados, tendo sido igualmente considerado no estudo. O impacto da FPG revelouse como uma mais-valia sobretudo no campo do desenvolvimento pessoal, profissional, comportamental, pedagógico e didático, na aquisição de conhecimentos, no desenvolvimento de competências e em mudança de atitudes com implicações nos diferentes níveis de análise e, em última instância, nas aprendizagens dos alunos. Tratase, sobretudo, de cursos pós-graduados inseridos na área educacional no domínio das Ciências da Educação e com efeitos implícitos na escola e nas práticas investigativas e educativas na comunidade. A quinta fase destinou-se à elaboração de propostas relativamente à gestão escolar e à gestão curricular para as escolas e para as Universidades de forma a potenciar o impacto da FPG. Estas sugestões têm o intuito de sustentar a reflexão aquando da conceção de cursos de FPG cujos destinatários são professores do EB e do ES, de modo a potenciar o impacto nas escolas e a sua rentabilização pelos órgãos de gestão. A investigação revelou que a FPG é assumida pelos docentes com cargos de gestão e liderança escolar como um contributo para a maior eficácia das escolas e para a melhoria do ensino e da aprendizagem. No entanto, esta formação nem sempre é considerada na atribuição de cargos ou funções, sendo priorizando o perfil e a experiência. Neste âmbito foi também evidenciada a falta de apoios e de rentabilização das FPG realizadas por docentes. A concretização desta investigação permitiu compreender e questionar diferentes dimensões do currículo (um conceito marcado por uma instabilidade conceptual por parte dos diferentes participantes) e das práticas profissionais dos professores. Possibilitou, ainda, aprofundar o conhecimento sobre a problemática, fundamentado por dados empíricos associados ao retorno do investimento em FPG e ao impacto destas formações nos diferentes níveis de análise.
The present investigation intended to study the impact of the attendance of graduate training – graduation, masters and PhD – in a group of basic and secondary education teachers professionally located in a cluster of public schools and one private college. This study emerged from a wider research developed nationally – Conhecimento profissional docente – construção e uso – with the goal of evaluating the implications of graduate training (GT) of teachers in the schools where they teach. Therefore, following up this line of research, we tried to understand the impact of GT at three levels: in the classroom (micro-impact), in schools (meso-impact) and in investigative and educational practices in the community (macro-impact), as well as to present recommendations to enhance the effects of GT in schools and its employment by management bodies. The relevance, pertinence and actuality of this study took us to the increase, in Portugal, in the last years, of frequency of GT by teachers (Araújo & Bento, 2008; GPEARI, 2011). However, there are few studies made in this field, nationally and internationally (e.g. Kuenzer & Moraes, 2005; Cruz, Pombo & Costa, 2008; Araújo & Bento, 2008; White, Fox & Isenberg, 2011) and there are no data about the impact of this training in schools where this teachers perform their duties. To monitor the entire process the construction of a theoretical framework around three big areas was essential: Curriculum and Pedagogy in Higher Education, Graduate Training and Evaluation of the Impact of Training. This qualitative research, with an interpretative approach, contemplated five phases of development. The first phase involved reading and analysing the questionnaires applied by the team of the wider study with the goal to comprehend the distribution, to characterize and to identify the responsibilities and implications of GT attended by teachers at national level. This phase took us to a second moment with the description and analysis of the curricular profiles of some GT courses most attended by teachers in Portugal, through documentary analysis. The third stage of this study involved empirical work, namely two case studies At this moment we used a new questionnaire and performed semistructured interviews with the aim to characterize the respondent population, to flag the teachers with GT and to comprehend the perceptions of the graduate teachers and those who have leadership positions. It followed a description and analysis of curricular profiles, this time, of GT attended by some of the teachers that participated in the research, after which we proceeded to analyse the content of all the collected data. The forth phase of the research was dedicated to the reflection, articulation and integration of the results in the previous moments, leading to the presentation of conclusions that allowed us to understand the impact of GT attended by teachers at micro, meso and macro levels. To this levels was associated the auto-impact, as personal impact, recognized by the interviewees, also considered in the study. The impact of GT was revealed as positive mainly in personal, professional, behavioural, pedagogical and didactical development, in the acquisition of knowledge, in the development of competencies and in changes of attitude with implications at different levels of analysis and, lastly in students learning. They are, mostly, GT courses inserted in the educational area in the domain of Sciences of Education and with implicit effects in the school and in research and educative practices in the community. The fifth phase intended to elaborate proposals regarding the school management and curriculum management for schools and universities in order to maximize the impact of GT. This suggestions intend to sustain the reflection when conceiving GT for basic and secondary education teachers, to potentiate the impact in schools and its employment by management bodies. The research revealed that GT is assumed by teachers with school management and leadership positions as a contribute for a greater efficiency of schools and for improving teaching and learning. However, this training is not always considered when the positions and duties are attributed, being prioritized the profile and experience. In this context was also evidenced the lack of support and monetization of GT conducted by teachers. The concretization of this research allowed us to comprehend and to question different dimensions of the curriculum (a concept marked by conceptual instability by the different participants) and teachers’ professional practice. It made possible, also, to deepen the knowledge about the problematic grounded by empiric data associated to return of investment in GT and to the impact of this training at the different levels of analysis.
The present investigation intended to study the impact of the attendance of graduate training – graduation, masters and PhD – in a group of basic and secondary education teachers professionally located in a cluster of public schools and one private college. This study emerged from a wider research developed nationally – Conhecimento profissional docente – construção e uso – with the goal of evaluating the implications of graduate training (GT) of teachers in the schools where they teach. Therefore, following up this line of research, we tried to understand the impact of GT at three levels: in the classroom (micro-impact), in schools (meso-impact) and in investigative and educational practices in the community (macro-impact), as well as to present recommendations to enhance the effects of GT in schools and its employment by management bodies. The relevance, pertinence and actuality of this study took us to the increase, in Portugal, in the last years, of frequency of GT by teachers (Araújo & Bento, 2008; GPEARI, 2011). However, there are few studies made in this field, nationally and internationally (e.g. Kuenzer & Moraes, 2005; Cruz, Pombo & Costa, 2008; Araújo & Bento, 2008; White, Fox & Isenberg, 2011) and there are no data about the impact of this training in schools where this teachers perform their duties. To monitor the entire process the construction of a theoretical framework around three big areas was essential: Curriculum and Pedagogy in Higher Education, Graduate Training and Evaluation of the Impact of Training. This qualitative research, with an interpretative approach, contemplated five phases of development. The first phase involved reading and analysing the questionnaires applied by the team of the wider study with the goal to comprehend the distribution, to characterize and to identify the responsibilities and implications of GT attended by teachers at national level. This phase took us to a second moment with the description and analysis of the curricular profiles of some GT courses most attended by teachers in Portugal, through documentary analysis. The third stage of this study involved empirical work, namely two case studies At this moment we used a new questionnaire and performed semistructured interviews with the aim to characterize the respondent population, to flag the teachers with GT and to comprehend the perceptions of the graduate teachers and those who have leadership positions. It followed a description and analysis of curricular profiles, this time, of GT attended by some of the teachers that participated in the research, after which we proceeded to analyse the content of all the collected data. The forth phase of the research was dedicated to the reflection, articulation and integration of the results in the previous moments, leading to the presentation of conclusions that allowed us to understand the impact of GT attended by teachers at micro, meso and macro levels. To this levels was associated the auto-impact, as personal impact, recognized by the interviewees, also considered in the study. The impact of GT was revealed as positive mainly in personal, professional, behavioural, pedagogical and didactical development, in the acquisition of knowledge, in the development of competencies and in changes of attitude with implications at different levels of analysis and, lastly in students learning. They are, mostly, GT courses inserted in the educational area in the domain of Sciences of Education and with implicit effects in the school and in research and educative practices in the community. The fifth phase intended to elaborate proposals regarding the school management and curriculum management for schools and universities in order to maximize the impact of GT. This suggestions intend to sustain the reflection when conceiving GT for basic and secondary education teachers, to potentiate the impact in schools and its employment by management bodies. The research revealed that GT is assumed by teachers with school management and leadership positions as a contribute for a greater efficiency of schools and for improving teaching and learning. However, this training is not always considered when the positions and duties are attributed, being prioritized the profile and experience. In this context was also evidenced the lack of support and monetization of GT conducted by teachers. The concretization of this research allowed us to comprehend and to question different dimensions of the curriculum (a concept marked by conceptual instability by the different participants) and teachers’ professional practice. It made possible, also, to deepen the knowledge about the problematic grounded by empiric data associated to return of investment in GT and to the impact of this training at the different levels of analysis.
Descrição
Tese de doutoramento, Educação (Teoria e Desenvolvimento Curricular), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Teses de doutoramento - 2017