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Advisor(s)
Abstract(s)
O presente artigo apresenta resultados parciais de uma investigação em torno do papel da
formação contínua, centrada na escola, no desenvolvimento profissional docente. A investigação
decorreu numa escola privada nos arredores de Lisboa, em Portugal. Em termos metodológicos,
recorreu-se a entrevistas semiestruturadas a 20 indivíduos que se consideraram informanteschave,
como professores, chefias de topo e intermédias, bem como formadores internos e
externos. Neste artigo, salientam-se as evidências resultantes de três associações livres de
ideias. As principais conclusões da investigação apontam no sentido de uma valoração do
conhecimento profissional prévio e do trabalho em equipa enquanto facilitadores do
desenvolvimento profissional docente, para além de, ao nível das consequências do
desenvolvimento profissional docente, as conceções dos respondentes terem colocado particular
ênfase na inovação e na melhoria das práticas docentes, com um benefício indireto para as
aprendizagens dos alunos.
This article presents partial results from a study focusing on the role of school-based teacher training in teachers’ professional development. The investigation was carried out in a private school on the outskirts of Lisbon, in Portugal. In methodological terms semi-structured interviews were applied to 20 individuals who were considered key informants, such as teachers, top and middle leaders, as well as internal and external trainers. In this article, we highlight the evidences resulting from three free associations of ideas. The main conclusions of the study point towards a valuation of previous professional knowledge and teamwork as facilitators of teacher professional development. In terms of the consequences of teacher professional development, the concepts held by the respondents have placed particular emphasis on innovation and improvement of teaching practices, with an indirect benefit to students' learning
This article presents partial results from a study focusing on the role of school-based teacher training in teachers’ professional development. The investigation was carried out in a private school on the outskirts of Lisbon, in Portugal. In methodological terms semi-structured interviews were applied to 20 individuals who were considered key informants, such as teachers, top and middle leaders, as well as internal and external trainers. In this article, we highlight the evidences resulting from three free associations of ideas. The main conclusions of the study point towards a valuation of previous professional knowledge and teamwork as facilitators of teacher professional development. In terms of the consequences of teacher professional development, the concepts held by the respondents have placed particular emphasis on innovation and improvement of teaching practices, with an indirect benefit to students' learning
Description
Keywords
Desenvolvimento profissional docente Projetos educativos Formação contínua de professores Formação centrada na escola
Citation
Mucharreira, Pedro Ribeiro; Cabrito, Belmiro Gil; Costa, Fernando Albuquerque (2017). Projeto educativo e desenvolvimento profissional docente na perspetiva dos seus atores = Educational project and teacher professional development in the perspective of its agents. EduSer - Revista de educação. ISSN 1645-4774. 9:2, p. 15-27
Publisher
Instituto Politécnico de Bragança