Loading...
Publication
Investigar as práticas do professor num contexto de trabalho colaborativo: potencialidades e desafios
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 397.06 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente artigo decorre de um estudo realizado num contexto de um projeto colaborativo
que envolveu dois professores do 1.º ciclo e a primeira autora deste texto,
sobre as práticas do professor focadas no desenvolvimento do sentido de número
dos alunos. Pretende descrever e analisar as potencialidades deste contexto de trabalho
e os desafios que se colocam ao investigador ao realizar um projeto desta
natureza, assim como refletir sobre a criação/manutenção de uma relação de colaboração.
O estudo insere-se no paradigma interpretativo e segue uma abordagem qualitativa.
Os dados foram recolhidos através da realização de entrevistas, da observação participante
e da recolha documental. Os resultados deste estudo apontam para uma
valorização por parte dos professores da dimensão reflexiva do projeto colaborativo,
contribuindo para uma maior consciencialização e melhoramento da própria prática.
Destacam-se como principais desafios na conceção e desenvolvimento de um projeto
colaborativo: (i) a adequação do tempo de duração do projeto à criação de uma relação de confiança entre os elementos da equipa, (ii) a conformidade com as expetativas
e necessidades dos professores envolvidos e, simultaneamente, (iii) uma
clarificação inequívoca do papel dos diferentes elementos da equipa.
This paper results from a study conducted in the context of a collaborative project involving two primary teachers and the first author, concerning the teacher’s practices focused on the development of students’ number sense. It aims to describe and analyse the potential of this context and the challenges faced by the researcher to undertake a project of this nature, as well as to reflect on the conception/maintenance of a collaborative relationship. The study is informed by the interpretative paradigm and follows a qualitative approach. Data were collected through interviews, participant observation, and document collection. The results of this study reveal that teachers appraise very positively the reflective dimension of the collaborative project, which contributes to a greater awareness and improvement of their own practice. In this study stand out as key challenges in the design and development of a collaborative project the following: (i) the adequacy of the project’s duration to create a relationship of trust among the team members, (ii) compliance with the teachers’ expectations and needs and, simultaneously, (iii) an unambiguous clarification of the role of the different team members.
This paper results from a study conducted in the context of a collaborative project involving two primary teachers and the first author, concerning the teacher’s practices focused on the development of students’ number sense. It aims to describe and analyse the potential of this context and the challenges faced by the researcher to undertake a project of this nature, as well as to reflect on the conception/maintenance of a collaborative relationship. The study is informed by the interpretative paradigm and follows a qualitative approach. Data were collected through interviews, participant observation, and document collection. The results of this study reveal that teachers appraise very positively the reflective dimension of the collaborative project, which contributes to a greater awareness and improvement of their own practice. In this study stand out as key challenges in the design and development of a collaborative project the following: (i) the adequacy of the project’s duration to create a relationship of trust among the team members, (ii) compliance with the teachers’ expectations and needs and, simultaneously, (iii) an unambiguous clarification of the role of the different team members.
Description
Keywords
Práticas do professor Projeto colaborativo Relação de colaboração Teacher practices Collaborative project Collaborative relationship
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal