O plano da matemática : contexto facilitador do trabalho colaborativo entre pares : um estudo de caso
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2015
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O presente estudo tem como objetivo averiguar a eficácia do trabalho colaborativo das assessorias/coadjuvação, entre docentes de Matemática, no âmbito do Plano da Matemática, para a mudança de práticas supervisivas em comunidade reflexiva docente e a melhoria do sucesso escolar, de alunos do 3º ciclo do Ensino Básico. Pretende-se, igualmente, verificar se esse trabalho, desenvolvido colaborativamente, em sala de aula, pode contribuir para uma maior qualidade do ensino. Assim, foi realizado um estudo de caso, de natureza qualitativa e quantitativa, que englobou a análise do relatório final do Plano da Matemática e os resultados de um inquérito por questionário a professores, numa Escola Básica e Secundária do Porto. Os resultados comprovam uma efetiva mudança de práticas, através de trabalho colaborativo interpares. Embora a experiência de ensino tenha alguma influência no trabalho colaborativo, desenvolvido pelos professores, no âmbito do Plano da Matemática, todos os docentes valorizaram a eficácia do Projeto desenvolvido. Os professores destacam o ensino em equipa, a preparação das assessorias, a observação de aulas, o feedback, a reflexão e a reformulação da intervenção pedagógica. Assim, podemos concluir que o estudo desenvolvido conduziu a novas opções de trabalho colaborativo e a uma mudança de práticas, o que influenciou o desenvolvimento profissional dos professores de Matemática, bem como potenciou a melhoria do sucesso escolar dos alunos.
The current study aims at clarifying the effectiveness of collaborative work, in what concerns advisory / supportive teaching among mathematics teachers participating in the Plan of Mathematics, to a change in supervisory reflective practices in community and the improvement of students´ educational achievement in the 3rd cycle of basic education. It is also intended to confirm whether this work, developed collaboratively in the classroom, can contribute to an increased quality of teaching. Thus, we conducted a case study, both qualitative and quantitative, which included the analysis of the final report of the Mathematics Plan and the results of a questionnaire survey, applied to teachers in a basic and secondary school of Porto. The results show an effective change of practices through peer collaborative work. While teaching experience has some influence in teachers´ collaborative work, as stated in the Plan of mathematics, all teachers valued the effectiveness of the developed project. Teachers emphasize teaching as a team, the preparation of advisory teaching, classroom observation, feedback, reflection and reformulation of pedagogical intervention. Thus, we can conclude that this study led to new collaborative options and to a change in practices, which influenced the professional development of mathematics teachers and potentiated the improvement of students´ school success.
The current study aims at clarifying the effectiveness of collaborative work, in what concerns advisory / supportive teaching among mathematics teachers participating in the Plan of Mathematics, to a change in supervisory reflective practices in community and the improvement of students´ educational achievement in the 3rd cycle of basic education. It is also intended to confirm whether this work, developed collaboratively in the classroom, can contribute to an increased quality of teaching. Thus, we conducted a case study, both qualitative and quantitative, which included the analysis of the final report of the Mathematics Plan and the results of a questionnaire survey, applied to teachers in a basic and secondary school of Porto. The results show an effective change of practices through peer collaborative work. While teaching experience has some influence in teachers´ collaborative work, as stated in the Plan of mathematics, all teachers valued the effectiveness of the developed project. Teachers emphasize teaching as a team, the preparation of advisory teaching, classroom observation, feedback, reflection and reformulation of pedagogical intervention. Thus, we can conclude that this study led to new collaborative options and to a change in practices, which influenced the professional development of mathematics teachers and potentiated the improvement of students´ school success.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MATEMÁTICA, SUPERVISÃO, ENSINO BÁSICO 3º CICLO, ESTUDOS DE CASO, EDUCATION, MATHEMATICS, SUPERVISION, SECONDARY EDUCATION, CASE STUDIES