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O estudo de aula com tarefas STEM e o desenvolvimento profissional de professores de ciências naturais e físico-química
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Orientador(es)
Resumo(s)
A investigação decorre da realização de um estudo de aula com tarefas STEM (Science, Technology, Engineering, and Mathematics) com abordagem interdisciplinar de Ciências Naturais e Físico-Química, num Agrupamento de Escolas pertencente a um Território de Intervenção Prioritária (TEIP), do concelho de Sintra. O estudo tem como objetivo conhecer os efeitos do estudo de aula com tarefas STEM no desenvolvimento profissional das professoras no ensino de Ciências Naturais e Físico-Química, particularmente em relação aos desafios pessoais e profissionais, às aprendizagens profissionais e às práticas colaborativas. O enquadramento teórico aborda aspetos relevantes relacionados com o desenvolvimento profissional dos professores e com o estudo de aula interdisciplinar em educação STEM, enquanto modelo de formação de desenvolvimento profissional de professores de Ciências Naturais e Físico-Química, de natureza colaborativa. Trata-se de uma investigação qualitativa, baseada no paradigma interpretativo, com um design de observação participante, na qual participaram duas professoras de Ciências Naturais e uma professora de Físico-Química, do 3.º ciclo. Os dados foram recolhidos através da observação participante (com notas de campo), da gravação áudio das sessões de trabalho, da gravação vídeo e áudio da aula de investigação, da entrevista semiestruturada em grupo focal e da reflexão individual final das professoras participantes. A análise dos dados foi realizada através da análise de conteúdo categorial. Os resultados deste estudo demonstram que a implementação do estudo de aula acarreta para as professoras envolvidas alguns desafios de índole pessoal e profissional. A superação ou minimização destes, através do apoio interpares, é percecionada como uma oportunidade de crescimento profissional. Destacam-se as potencialidades do processo formativo do estudo de aula, da interdisciplinaridade e da educação STEM para as aprendizagens profissionais das professoras participantes. Além disso, evidencia o contributo do estudo de aula para o desenvolvimento de práticas colaborativas que promovem a confiança dos professores, fundamental para o desenvolvimento profissional docente.
The investigation arises from the implementation of a lesson study with STEM (Science, Technology, Engineering, and Mathematics) tasks, using an interdisciplinary approach to Natural Sciences and Physics-Chemistry, in a School Cluster, belonging to a Priority Intervention Territory (TEIP), in the municipality of Sintra. The aim of the study was to understand the effects of the lesson study with STEM tasks on the professional development of teachers in the teaching of Natural Sciences and Physics-Chemistry, particularly regarding personal and professional challenges, professional learning, and collaborative practices. The theoretical framework examines key aspects of teachers’ professional development and the interdisciplinary lesson study approach in STEM education, conceived as a collaborative model of professional development for Natural Sciences and Physics-Chemistry teachers. This is a qualitative study based on the interpretive paradigm, with a participant observation design, in which two natural science teachers and one physics and chemistry teacher from the third cycle participated. Data were collected through participant observation (with field notes), audio recording of work sessions, video and audio recording of the research class, semi-structured focus group interviews, and final individual reflection by the participating teachers. Data analysis was performed using categorical content analysis. The results of this study demonstrate that the implementation of lesson study entails for the teachers involved some personal and professional challenges. Overcoming or minimizing these challenges, through peer support, is perceived as an opportunity for professional growth. The potentialities of the formative process, interdisciplinarity, and STEM education stand out for the professional learning of the participating teachers. Furthermore, it evidences the contribution of lesson study to the development of collaborative practices that promote teachers' confidence, which is fundamental for teacher professional development.
The investigation arises from the implementation of a lesson study with STEM (Science, Technology, Engineering, and Mathematics) tasks, using an interdisciplinary approach to Natural Sciences and Physics-Chemistry, in a School Cluster, belonging to a Priority Intervention Territory (TEIP), in the municipality of Sintra. The aim of the study was to understand the effects of the lesson study with STEM tasks on the professional development of teachers in the teaching of Natural Sciences and Physics-Chemistry, particularly regarding personal and professional challenges, professional learning, and collaborative practices. The theoretical framework examines key aspects of teachers’ professional development and the interdisciplinary lesson study approach in STEM education, conceived as a collaborative model of professional development for Natural Sciences and Physics-Chemistry teachers. This is a qualitative study based on the interpretive paradigm, with a participant observation design, in which two natural science teachers and one physics and chemistry teacher from the third cycle participated. Data were collected through participant observation (with field notes), audio recording of work sessions, video and audio recording of the research class, semi-structured focus group interviews, and final individual reflection by the participating teachers. Data analysis was performed using categorical content analysis. The results of this study demonstrate that the implementation of lesson study entails for the teachers involved some personal and professional challenges. Overcoming or minimizing these challenges, through peer support, is perceived as an opportunity for professional growth. The potentialities of the formative process, interdisciplinarity, and STEM education stand out for the professional learning of the participating teachers. Furthermore, it evidences the contribution of lesson study to the development of collaborative practices that promote teachers' confidence, which is fundamental for teacher professional development.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Desenvolvimento profissional - Professores Estudo de aula Interdisciplinaridade Educação STEM Dissertações de mestrado - 2025