Professor investigador: contributos para uma melhoria das práticas pedagógicas em sala de aula
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2015
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Esta investigação tem por base o trabalho pedagógico desenvolvido na Escola do Ensino Básico 2, 3 de Ruy Belo e pretende conhecer a importância dos professores investigarem as suas próprias práticas através da reflexão e o trabalho colaborativo.
Deste modo, surge a questão de investigação principal - De que forma o professor investigador contribui para a melhoria das práticas pedagógicas em sala de aula? – à qual procuramos responder com a apresentação de um projeto de (auto)formação com base em sessões de reflexão. O quadro teórico de referência centra-se numa revisão da literatura sobre o professor investigador, práticas reflexivas, trabalho colaborativo e relação pedagógica.
Este estudo, de natureza qualitativa, está centrado na análise documental dos documentos orientadores do agrupamento nomeadamente o projeto educativo (PE), o plano plurianual de melhoria, o projeto TEIP e, também, o relatório de Acompanhamento de Ação Educativa 2013/2014 elaborado pela Inspeção Geral de Educação e Ciência (IGEC).
A análise de conteúdo aponta que a escola tem dificuldade em criar momentos de reflexão e colaboração a não ser, pontualmente, quando promove ações de formação. Também nas reuniões de grupo disciplinar e conselhos de turma se desenvolve algum trabalho de reflexão, embora não seja significativo, devido à excessiva burocratização que ocupa a maior parte do tempo. Contudo os professores costumam criar esses momentos informalmente. Estes momentos, geralmente, surgem diariamente nos intervalos porque precisam de falar sobre os problemas comuns que enfrentam na escola e na sala de aula com vista a resolvê-los. Esta troca de conhecimento e experiências é muito enriquecedora.
Deste modo, pretende-se, através de atividades reflexivas e colaborativas, a melhoria das práticas letivas em sala de aula, promovendo-se, a qualidade de ensino e o sucesso educativo.
This research is based on the pedagogical work at Escola Básica 2, 3 Ruy Belo and its objetive is to find out the importance of teachers investigating their own practices through reflection and collaborative work. Thus, the major issue of the research arises: How does the researcher teacher contribute to the improvement of teaching practices in the classroom? We try to answer to this issue with the presentation of a (self) training project based on reflection sessions. The theoretical framework focuses on literature review of the researcher teacher, reflective practices, collaborative work and pedagogical relationship work. This qualitative study focuses on documental analysis of the guiding documents of the group of schools, which include the educational project (PE), the plan of improvement, the TEIP project and also the 2013/2014 Educational Action Monitoring Report presented by the General Inspection of Education and Science (IGEC). The content analysis shows that the school has difficulty in creating formal moments of reflection and collaboration except, occasionally, when it promotes training activities. In the group meetings and class councils it is also developed some reflection, although not significant, due to excessive bureaucracy that takes up most of the time. However teachers use to create those moments informally. These moments usually arise on a daily basis at school breaks because they need to talk about the common problems they face at school and in the classroom and to solve them. This exchange of knowledge and experiences is very enriching. It is intended to promote the quality of teaching and educational success through reflective and collaborative activities and to improve teaching practices in the classroom.
This research is based on the pedagogical work at Escola Básica 2, 3 Ruy Belo and its objetive is to find out the importance of teachers investigating their own practices through reflection and collaborative work. Thus, the major issue of the research arises: How does the researcher teacher contribute to the improvement of teaching practices in the classroom? We try to answer to this issue with the presentation of a (self) training project based on reflection sessions. The theoretical framework focuses on literature review of the researcher teacher, reflective practices, collaborative work and pedagogical relationship work. This qualitative study focuses on documental analysis of the guiding documents of the group of schools, which include the educational project (PE), the plan of improvement, the TEIP project and also the 2013/2014 Educational Action Monitoring Report presented by the General Inspection of Education and Science (IGEC). The content analysis shows that the school has difficulty in creating formal moments of reflection and collaboration except, occasionally, when it promotes training activities. In the group meetings and class councils it is also developed some reflection, although not significant, due to excessive bureaucracy that takes up most of the time. However teachers use to create those moments informally. These moments usually arise on a daily basis at school breaks because they need to talk about the common problems they face at school and in the classroom and to solve them. This exchange of knowledge and experiences is very enriching. It is intended to promote the quality of teaching and educational success through reflective and collaborative activities and to improve teaching practices in the classroom.
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Orientação: Maria Fernanda Lopes
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, PROFESSORES, INVESTIGAÇÃO, PRÁTICAS PEDAGÓGICAS, ESTUDOS DE CASO, RELAÇÃO PEDAGÓGICA, EDUCAÇÃO, EDUCATION, TEACHERS, RESEARCH, PEDAGOGICAL RELATIONSHIP, PEDAGOGICAL PRACTICES, CASE STUDIES