Teacher collaboration for the enhancement of educational practices

• Autor(a) principal: Alves, Sónia
• Data de Publicação: 2022
• Outros Autores: Macedo, Lara, Madanelo, Olga Maria, Martins, Maria Manuela, Martins, Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/gestaoedesenvolvimento.2022.11325

The potential of collaborative work, particularly in the educational context, has been pointed out as a powerful strategy for enhancing the institutions’ performances. This endorsement occurs either at the scientific and theoretical investigations level, as found in several studies, and at the prevailing Portuguese educational policies, wherein collaboration is depicted as a fundamental strategy to improve and develop the curricular options and the pedagogical dynamics implemented by schools and by teachers. In this study, we aimed at understanding the reality of teachers’ collaboration in the 26 schools of the Central Region of Portugal that participated in our inquiry, as a way to contribute to the discussion on this theme. Data was collected by means of an online questionnaire, available between 15 June and 20 September 2021, and its analysis followed a quantitative methodology based on the descriptive critical approach. The results show a massive recognition of the potential of teachers’ collaboration to enhance educational practices, although collaborative process are still inconsistent and take place mainly in formal contexts and within the limits of each curricular subject or department.