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Inovação de práticas pedagógicas com TIC : cultura profissional docente e práticas supervisivas
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Orientador(es)
Resumo(s)
Este trabalho de investigação visa compreender como se caracteriza a cultura
profissional dos professores que implementam práticas pedagógicas inovadoras com TIC
e quais as práticas supervisivas que se destacam, numa instituição de ensino particular da
zona de Lisboa.
O quadro teórico de referência centrou-se numa revisão da literatura sobre
conceitos que considerámos fulcrais para o desenvolvimento deste trabalho,
nomeadamente: a inovação em educação e as escolas de hoje; as mudanças nas práticas
dos professores, com ênfase na imersão das TIC nas salas de aula da segunda década do
século XXI; a cultura profissional dos professores, aliada à evolução dos conceitos e
práticas de supervisão.
A modalidade utilizada foi o estudo de caso, inserida numa metodologia
qualitativa, assente no paradigma interpretativo. Os dados foram recolhidos no ano letivo
de 2018/2019, por meio de análise documental, observação e entrevista, tendo-se
procedido à análise de conteúdo dos mesmos, com recurso à triangulação dos dados.
Participaram, neste estudo, 6 professores do Ensino Básico (entre o 1º e o 3º Ciclos), que
lecionam num contexto de grande dimensão, que conta com cerca de 1 400 alunos (desde
o Jardim de Infância até ao Ensino Secundário).
Os resultados levam-nos a concluir que a cultura profissional é influenciada de
forma positiva pelo clima de escola, que é potenciador da boa relação reconhecida pelos
professores, funcionando como um elemento facilitador do trabalho em equipa.
Verificou-se que este trabalho em equipa acontece maioritariamente entre docentes do
mesmo departamento, quer de forma voluntária, quer a pedido das lideranças, indiciando
que se trata de uma “cultura balcanizada” (Hargreaves, 1998), onde se verificam práticas
de supervisão colaborativa.
Em relação às práticas inovadoras com recurso às TIC, os resultados apontam para
a existência de vontade, confiança e competências por parte dos professores que
participaram no estudo, a par da certeza que a Escola precisa de apostar na inovação. A
instituição em estudo parece estar a dar os primeiros passos para esta mudança, tratandose de um ambiente que poderá ser classificado como “tecnologicamente enriquecido”,
embora ainda não se trate de uma escola “digitalmente madura” (Lagarto, 2013).
This investigative work will help to understand how one can categorise the professional culture of teachers who implement innovative pedagogy using ICT and which practices stand out, in an educational institution in Lisbon. The theoretical framework is based around a literature review about concepts considered pivotal for the development of this work, namely: the innovation of education and the schools of today; the changes in teachers’ practice, with an emphasis in the immersion of ICT in the classroom in the second decade of the twenty-first century; the professional culture of teachers, linked with the evolution of concepts and practice of supervision. This project took on a case study methodology with a qualitative approach based on a interpretative paradigm. Data was collected during the 2018/2019 school year to allow for document analysis, observation and interviews, as well as the triangulation of data collected using these methods. Six 1 st to 3rd cycle teachers took part in the case study, all of whom teach at schools with approximately1400 students from Nursery to Secondary school. One may conclude from the results that the professional culture is positively influenced by the school environment, which is recognised by the teachers as contributing to good relationships, facilitating teamwork amongst staff. It is noted that this teamwork generally occurs between staff from the same department, whether this is on a voluntary basis or requested from leadership teams. This indicates a tendency towards a balkanization culture (Hargreaves, 1998) where collaborative supervision practices can be identified. In relation to the innovative practice using ICT resources, the results point to the existence of will, confidence and suitable competencies from the teachers that participated in the study, as well as the need for the school to invest more in innovation. The institution being studied appears to be taking its first steps towards such changes, proclaiming it is an environment that could be classified as “technologically rich”, despite it not yet being a “digitally mature” school (Lagarto, 2013).
This investigative work will help to understand how one can categorise the professional culture of teachers who implement innovative pedagogy using ICT and which practices stand out, in an educational institution in Lisbon. The theoretical framework is based around a literature review about concepts considered pivotal for the development of this work, namely: the innovation of education and the schools of today; the changes in teachers’ practice, with an emphasis in the immersion of ICT in the classroom in the second decade of the twenty-first century; the professional culture of teachers, linked with the evolution of concepts and practice of supervision. This project took on a case study methodology with a qualitative approach based on a interpretative paradigm. Data was collected during the 2018/2019 school year to allow for document analysis, observation and interviews, as well as the triangulation of data collected using these methods. Six 1 st to 3rd cycle teachers took part in the case study, all of whom teach at schools with approximately1400 students from Nursery to Secondary school. One may conclude from the results that the professional culture is positively influenced by the school environment, which is recognised by the teachers as contributing to good relationships, facilitating teamwork amongst staff. It is noted that this teamwork generally occurs between staff from the same department, whether this is on a voluntary basis or requested from leadership teams. This indicates a tendency towards a balkanization culture (Hargreaves, 1998) where collaborative supervision practices can be identified. In relation to the innovative practice using ICT resources, the results point to the existence of will, confidence and suitable competencies from the teachers that participated in the study, as well as the need for the school to invest more in innovation. The institution being studied appears to be taking its first steps towards such changes, proclaiming it is an environment that could be classified as “technologically rich”, despite it not yet being a “digitally mature” school (Lagarto, 2013).
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Cultura profissional Tecnologias da informação e da comunicação Inovação Escola Supervisão Teses de mestrado - 2020