A compreensão das lideranças no desenvolvimento profissional dos professores
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/12390 |
Resumo: | In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction. |
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A compreensão das lideranças no desenvolvimento profissional dos professoresUnderstanding leaderships’ role in teachers’ professional developmentColaboraçãoDesenvolvimento profissionalLiderançasSupervisãoCollaborationLeadershipProfessional developmentSupervisionODS::04:Educação de QualidadeIn an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction.In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstructionRevista Portuguesa de Investigação EducacionalRepositório AbertoOliveira, Conceição deOliveira, Isolina2022-10-24T09:22:35Z20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/12390porOliveira, C. & Oliveira, I. (2021). A compreensão das lideranças no desenvolvimento profissional dos professores - Understanding leaderships’ role in teachers’ professional development. Revista Portuguesa de Investigação Educacional, 22, pp. 1-18. https://doi.org/10.34632/investigacaoeducacional.2021.104681645-4006https://doi.org/10.34632/investigacaoeducacional.2021.104682182-4614info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:42:24Zoai:repositorioaberto.uab.pt:10400.2/12390Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:51:40.401334Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A compreensão das lideranças no desenvolvimento profissional dos professores Understanding leaderships’ role in teachers’ professional development |
title |
A compreensão das lideranças no desenvolvimento profissional dos professores |
spellingShingle |
A compreensão das lideranças no desenvolvimento profissional dos professores Oliveira, Conceição de Colaboração Desenvolvimento profissional Lideranças Supervisão Collaboration Leadership Professional development Supervision ODS::04:Educação de Qualidade |
title_short |
A compreensão das lideranças no desenvolvimento profissional dos professores |
title_full |
A compreensão das lideranças no desenvolvimento profissional dos professores |
title_fullStr |
A compreensão das lideranças no desenvolvimento profissional dos professores |
title_full_unstemmed |
A compreensão das lideranças no desenvolvimento profissional dos professores |
title_sort |
A compreensão das lideranças no desenvolvimento profissional dos professores |
author |
Oliveira, Conceição de |
author_facet |
Oliveira, Conceição de Oliveira, Isolina |
author_role |
author |
author2 |
Oliveira, Isolina |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Oliveira, Conceição de Oliveira, Isolina |
dc.subject.por.fl_str_mv |
Colaboração Desenvolvimento profissional Lideranças Supervisão Collaboration Leadership Professional development Supervision ODS::04:Educação de Qualidade |
topic |
Colaboração Desenvolvimento profissional Lideranças Supervisão Collaboration Leadership Professional development Supervision ODS::04:Educação de Qualidade |
description |
In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z 2022-10-24T09:22:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/12390 |
url |
http://hdl.handle.net/10400.2/12390 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Oliveira, C. & Oliveira, I. (2021). A compreensão das lideranças no desenvolvimento profissional dos professores - Understanding leaderships’ role in teachers’ professional development. Revista Portuguesa de Investigação Educacional, 22, pp. 1-18. https://doi.org/10.34632/investigacaoeducacional.2021.10468 1645-4006 https://doi.org/10.34632/investigacaoeducacional.2021.10468 2182-4614 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional |
publisher.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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