| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.41 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Com o estudo sobre “As Estruturas de Coordenação Intermédia e o Trabalho em Equipa na Escola” pretendemos contribuir para a compreensão das formas de coordenação da ação pedagógica, no sentido de apoiar as respostas às novas orientações das políticas educativas e de promover a partilha de trabalho decorrente da atividade profissional dos professores com a consequente melhoria do serviço educativo.
Neste sentido, definiram-se os seguintes objetivos: conhecer as representações dos atores das estruturas educativas sobre liderança; conhecer as condições estruturais de diferentes equipas de coordenação educativa no contexto do Agrupamento de Escolas (AE) em estudo; conhecer a organização de equipas de coordenação educativa no AE; conhecer as perspetivas dos coordenadores de diferentes equipas de coordenação educativa sobre as suas funções, no AE; caracterizar os processos e práticas de trabalho nestas equipas de coordenação educativa. Para alcançar estes objetivos partimos da visão de autores sobre modelos de orientação para a ação pedagógica na Escola e recorremos a metodologia de natureza qualitativa por permitir captar o ponto de vista dos entrevistados sobre as suas funções. Assim, realizámos um estudo de caso com recurso à análise documental do AE, à observação de duas reuniões de departamento e à análise de conteúdo efetuada a partir da aplicação de cinco entrevistas.
Os resultados mostram que o AE em estudo apresenta uma atividade potenciadora do desenvolvimento profissional dos professores e que um modelo de Escola mais cooperativo deve incluir estratégias de práticas de trabalho em equipa orientadas para o conhecimento do tipo de aprendizagens, dos processos de avaliação e das prioridades de aprendizagem dos alunos. Apresentam ainda a possibilidade de se desenvolver na Escola uma cultura que fomente a investigação e a reflexão da prática pedagógica, com rotinas de trabalho em equipa que coloquem em comum o propósito das orientações para a ação, em comunidades de aprendizagem partilhada.
ABSTRACT With the study on "Intermediate Coordination Structures and Teamwork at School" we intend to contribute to the understanding of ways of coordinating pedagogical action, in order to support the responses to the new orientations of educational policies and to promote the sharing of work resulting from the professional activity of teachers with the consequent improvement of the educational service. In this sense, it was intended to achieve the following objectives: knowing the representations of the educational structures actors on leadership; knowing the structural conditions of different teams of educational coordination in the context of grouping schools; knowing the organization of educational coordination teams in grouping schools; knowing the perspectives of the coordinators of different educational coordination teams on their functions; characterize the work processes and practices in these teams of educational coordination. To achieve these objectives we set the vision of authors on guidance models for pedagogical action in School and we used the methodology of qualitative nature for allowing capture the point of view of the interviewees about their functions. Thus, we conducted a case study using the documentary analysis of the school grouping under study, the observation of two department meetings and the content analysis performed from the application of five interviews. The results show that the school grouping in analysis presents an activity that enhances the professional development of teachers through the accomplishment of collaborative practices, such as the preparation of joint didactic activities. Strategies are proposed for a more cooperative School organizational model that invests in the development of teamwork practices oriented to the knowledge of the type of learning, assessment processes and students' learning priorities. It is expected that the School fosters a research culture and reflection of pedagogical action, with teamwork routines placing in common the purpose of the guidelines for professional action in shared learning communities.
ABSTRACT With the study on "Intermediate Coordination Structures and Teamwork at School" we intend to contribute to the understanding of ways of coordinating pedagogical action, in order to support the responses to the new orientations of educational policies and to promote the sharing of work resulting from the professional activity of teachers with the consequent improvement of the educational service. In this sense, it was intended to achieve the following objectives: knowing the representations of the educational structures actors on leadership; knowing the structural conditions of different teams of educational coordination in the context of grouping schools; knowing the organization of educational coordination teams in grouping schools; knowing the perspectives of the coordinators of different educational coordination teams on their functions; characterize the work processes and practices in these teams of educational coordination. To achieve these objectives we set the vision of authors on guidance models for pedagogical action in School and we used the methodology of qualitative nature for allowing capture the point of view of the interviewees about their functions. Thus, we conducted a case study using the documentary analysis of the school grouping under study, the observation of two department meetings and the content analysis performed from the application of five interviews. The results show that the school grouping in analysis presents an activity that enhances the professional development of teachers through the accomplishment of collaborative practices, such as the preparation of joint didactic activities. Strategies are proposed for a more cooperative School organizational model that invests in the development of teamwork practices oriented to the knowledge of the type of learning, assessment processes and students' learning priorities. It is expected that the School fosters a research culture and reflection of pedagogical action, with teamwork routines placing in common the purpose of the guidelines for professional action in shared learning communities.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Administração Educacional
Keywords
Trabalho em equipa Coordenação Liderança Desenvolvimento profissional Melhoria da escola Teamwork Coordination Leadership Professional development Improvement of the School
Citation
Carriço, T. C. C. (2019). As estruturas de coordenação intermédia e o trabalho em equipa na escola (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10969
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa