Ação da coordenadora do departamento de ciências experimentais e restantes elementos, na implementação de um trabalho colaborativo e reflexivo
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2012
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O presente estudo emerge da necessidade de compreender a ação dos elementos do departamento de ciências experimentais e respetiva coordenadora, de uma escola do Ensino Particular e Cooperativo, situada nos arredores de Lisboa, abordando o modo como trabalham os professores, como estes se relacionam e de que forma estas relações fomentam, ou não, uma cultura de trabalho colaborativo e reflexivo, com as inerentes repercussões nas aprendizagens dos alunos. Deste modo, procurámos analisar algumas características da ação da coordenadora, ao nível da liderança e da supervisão, capazes de melhorar a qualidade na dinâmica de trabalho do departamento. Tentámos verificar de que forma surge a entreajuda e quais os obstáculos que dificultam o trabalho colaborativo entre os professores. Procurámos ainda, identificar boas práticas, bem como algumas estratégias de melhoria na globalidade do trabalho desenvolvido no departamento.
No sentido de concretizar as intenções mencionadas, optámos por uma metodologia de investigação centrada num estudo de caso, de natureza qualitativa, tendo sido utilizados como instrumentos de recolha de informação, as entrevistas, o diário de bordo e as atas das reuniões de departamento. Articulámos as informações provenientes dos três instrumentos, efetuando a triangulação dos dados, procurando encontrar semelhanças e diferenças de opinião, estabelecer comparações e dar resposta às questões parcelares de investigação colocadas.
De entre as conclusões do nosso estudo, sobressai a necessidade de reestruturação da metodologia de trabalho dos professores, para que estes se envolvam em processos permanentes e contínuos de reflexão e de discussão em equipa, onde a ação do coordenador assume especial importância. Salientamos ainda que, embora os líderes assumam um papel preponderante num processo de mudança, há todo um coletivo humano que pode e deve contribuir para o bem comum, embora seja fundamental assegurar uma conjuntura favorável a esse processo, quer no que respeita às condições físicas, quer sobretudo, no tempo que é facultado aos professores para poderem participar de forma ativa nesse processo. Contudo, há que ter presente que apenas o tempo não dá quaisquer garantias, embora proporcione as oportunidades, que podem e devem ser agarradas com as duas mãos, pois só assim haverá a tão pretendida mudança.
The present study was designed to understand the action of the members of the department of experimental sciences and its coordinator, working at a Private/ Cooperative School on the outskirts of Lisbon, addressing how teachers work, how they relate to one another and whether these relationships promote a culture of collaborative and reflective work, with the resulting impact on student learning. Thus, we attempted to analyze certain characteristics of the action of the department coordinator, concerning the level of leadership and supervision, in order to improve the quality of work in the dynamics of the department. We tried to establish the role played by mutual cooperation and the obstacles that hinder collaborative work amongst teachers. We also sought to identify good practices, as well as strategies for improvement in the overall work of the department. In order to achieve these aims, we chose a research methodology focused on a qualitative case study. The tools used for gathering information were interviews, the logbook and the minutes of department meetings. Having gathered and triangulated all the data from these three sources, we then searched for both similarities and differences, made comparisons and answered questions which arose during the research conducted. Among the findings of our study, one should highlight the need to restructure the methodology of work of teachers so that they may engage in an ongoing and continuous process of reflection and discussion in a team where the action of the coordinator holds special importance. We should also point out that, although leaders assume a leading role in the process of change, there is a whole human assembly that can and should contribute to the common good, although it is essential to ensure an environment favorable to this process, by providing adequate physical conditions and, above all, allowing staff time to actively engage in this process. However, it should be noted that this availability only is no guarantee, although one should make the most of the opportunities which can and should be seized. Only then will the desired change take place.
The present study was designed to understand the action of the members of the department of experimental sciences and its coordinator, working at a Private/ Cooperative School on the outskirts of Lisbon, addressing how teachers work, how they relate to one another and whether these relationships promote a culture of collaborative and reflective work, with the resulting impact on student learning. Thus, we attempted to analyze certain characteristics of the action of the department coordinator, concerning the level of leadership and supervision, in order to improve the quality of work in the dynamics of the department. We tried to establish the role played by mutual cooperation and the obstacles that hinder collaborative work amongst teachers. We also sought to identify good practices, as well as strategies for improvement in the overall work of the department. In order to achieve these aims, we chose a research methodology focused on a qualitative case study. The tools used for gathering information were interviews, the logbook and the minutes of department meetings. Having gathered and triangulated all the data from these three sources, we then searched for both similarities and differences, made comparisons and answered questions which arose during the research conducted. Among the findings of our study, one should highlight the need to restructure the methodology of work of teachers so that they may engage in an ongoing and continuous process of reflection and discussion in a team where the action of the coordinator holds special importance. We should also point out that, although leaders assume a leading role in the process of change, there is a whole human assembly that can and should contribute to the common good, although it is essential to ensure an environment favorable to this process, by providing adequate physical conditions and, above all, allowing staff time to actively engage in this process. However, it should be noted that this availability only is no guarantee, although one should make the most of the opportunities which can and should be seized. Only then will the desired change take place.
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Orientação: Roque Antunes
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EDUCAÇÃO, GESTÃO ESCOLAR, ESTUDOS DE CASO, EDUCATION, SCHOOL MANAGEMENT, CASE STUDIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES