A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v8i5.2443 |
Resumo: | This study intends to know the perceptions of teachers with a PhD in Education about (i) the expectations that lead teachers to do research on Education and (ii) the opportunities and constraints related to the linking between research and practice. This study is expected to contribute to a better understanding of the epistemology of Didática and of its operationalization in the educational context. Semi-structured interviews were made to 4 Doctors in Education who teach or taught in a school after finishing their PhD. The results point the professional development and the motivation to innovate and intervene in the educational context as the two main expectations of the respondents. As far as the impact of research in the practices, they acknowledge an improvement in their own practices and they believe that their research projects favoured the conditions for change in their peers and in the schools where they work or worked. |
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A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practiceSer Professor Doutor numa escola: expectativas, possibilidades e constrangimentos associados à articulação entre a investigação didática e a prática docenteThis study intends to know the perceptions of teachers with a PhD in Education about (i) the expectations that lead teachers to do research on Education and (ii) the opportunities and constraints related to the linking between research and practice. This study is expected to contribute to a better understanding of the epistemology of Didática and of its operationalization in the educational context. Semi-structured interviews were made to 4 Doctors in Education who teach or taught in a school after finishing their PhD. The results point the professional development and the motivation to innovate and intervene in the educational context as the two main expectations of the respondents. As far as the impact of research in the practices, they acknowledge an improvement in their own practices and they believe that their research projects favoured the conditions for change in their peers and in the schools where they work or worked.Este estudio tiene como objetivos conocer las percepciones de los profesores doctorados en Didáctica relativas a (i) las expectativas que los conducen para hacer la investigación y (ii) las posibilidades y limitaciones que se platean a la articulación entre investigación y práctica. Se busca contribuir a una mejor comprensión de la epistemología de la Didáctica y su aplicación en el campo de la educación. Se realizaron entrevistas semiestructuradas a 4 Doctores in Didáctica que trabajan o han trabajado en la escuela después de obtener el grado. Los resultados apuntan al desarrollo profesional y al deseo de innovar e intervenir el en contexto educativo como las principales expectativas de los encuestados. Con respecto al impacto de la investigación en la práctica, ellos reconocen una mejora en sus propias prácticas y creen que sus proyectos de investigación han creado las condiciones para un cambio en los pares y en las escuelas en las que trabajan o has trabajado.Este estudo pretende conhecer as perceções de professores doutorados em Didática relativamente a (i) expectativas que levam os professores a fazer investigação em Didática e (ii) possibilidades e constrangimentos que se levantam à articulação entre a investigação e a prática. Esperase, desta forma, contribuir para uma melhor compreensão da epistemologia da Didática e da sua operacionalização em terreno educativo. Foram realizadas entrevistas semiestruturadas a 4 professores doutorados em Didática que exercem ou exerceram funções na escola após a obtenção do grau. Os resultados evidenciam a vontade de se desenvolverem profissionalmente e de inovar e de intervir em contexto educativo como as duas principais expectativas dos entrevistados. Relativamente ao impacte da investigação nas práticas, os entrevistados reconhecem uma melhoria das suas próprias práticas e acreditam que os seus projetos permitiram criar condições para a mudança nos pares e nas escolas onde trabalham ou trabalharam.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-12-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i5.2443https://doi.org/10.34624/id.v8i5.2443Indagatio Didactica; Vol 8 No 5 (2016); 25-40Indagatio Didactica; Vol. 8 Núm. 5 (2016); 25-40Indagatio Didactica; Vol. 8 No 5 (2016); 25-40Indagatio Didactica; vol. 8 n.º 5 (2016); 25-401647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/2443https://proa.ua.pt/index.php/id/article/view/2443/1924Espinha, ÂngelaRibeiro, Lécioinfo:eu-repo/semantics/openAccess2023-09-22T10:14:43Zoai:proa.ua.pt:article/2443Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:29:56.724885Repositório 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 Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice Ser Professor Doutor numa escola: expectativas, possibilidades e constrangimentos associados à articulação entre a investigação didática e a prática docente |
title |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
spellingShingle |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice Espinha, Ângela |
title_short |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
title_full |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
title_fullStr |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
title_full_unstemmed |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
title_sort |
A Doctor teaching in a school: expectations, opportunities and constraints related to the linking between research and practice |
author |
Espinha, Ângela |
author_facet |
Espinha, Ângela Ribeiro, Lécio |
author_role |
author |
author2 |
Ribeiro, Lécio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Espinha, Ângela Ribeiro, Lécio |
description |
This study intends to know the perceptions of teachers with a PhD in Education about (i) the expectations that lead teachers to do research on Education and (ii) the opportunities and constraints related to the linking between research and practice. This study is expected to contribute to a better understanding of the epistemology of Didática and of its operationalization in the educational context. Semi-structured interviews were made to 4 Doctors in Education who teach or taught in a school after finishing their PhD. The results point the professional development and the motivation to innovate and intervene in the educational context as the two main expectations of the respondents. As far as the impact of research in the practices, they acknowledge an improvement in their own practices and they believe that their research projects favoured the conditions for change in their peers and in the schools where they work or worked. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v8i5.2443 https://doi.org/10.34624/id.v8i5.2443 |
url |
https://doi.org/10.34624/id.v8i5.2443 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/2443 https://proa.ua.pt/index.php/id/article/view/2443/1924 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 8 No 5 (2016); 25-40 Indagatio Didactica; Vol. 8 Núm. 5 (2016); 25-40 Indagatio Didactica; Vol. 8 No 5 (2016); 25-40 Indagatio Didactica; vol. 8 n.º 5 (2016); 25-40 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
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RCAAP |
reponame_str |
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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