Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10437/13734 |
Resumo: | The present study aims to analyse how pedagogical supervision can contribute to the change and innovation of the dynamics of collaboration and professional development of teachers in an educational community. After a decade of innovation and change in Portuguese schools, with the implementation of new collaborative supervision practices, it was interesting to carry out an analysis of their potentialities and constraints, about teacher professional development, focusing on collaborative work between peers. In the research, carried out in schools in the district of Porto, mixed methodological, qualitative and quantitative procedures were used. As a qualitative strategy, interviews with supervisors were conducted and analysed, and as a quantitative strategy, surveys were applied and analysed by teachers, aiming at the triangulation of the information collected. The results prove the potential of supervision, regarding the change in collaborative supervision practices, in peer work, with real construction of learning communities and improvement of school success. Both supervisors, as middle managers, and teachers positively highlight teamwork, especially in sectoral meetings and in the observation of classes between peers, valuing feedback, reflection, action research and the improvement of pedagogical intervention in the classroom. However, despite the recognition of the advantages of peer training supervision, the constraints of supervision still understood as evaluative are confirmed, showing the confusion between supervision and teacher performance evaluation. Indeed, some teachers continue to associate supervision with evaluative and bureaucratic procedures, which affects interpersonal relationships between supervisors and teachers, especially about class observation. Overall, supervisory action, based on democratic management practices and collaborative work, is considered essential for the reinforcement of continuous teacher training and the evolution of the dynamics of schools, as educational communities. |
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Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher DevelopmentEDUCAÇÃOSUPERVISÃOESTRATÉGIAS PEDAGÓGICASTUTELA EDUCATIVAEDUCATIONSUPERVISIONPEDAGOGICAL STRATEGIESTUTELARY EDUCATIONThe present study aims to analyse how pedagogical supervision can contribute to the change and innovation of the dynamics of collaboration and professional development of teachers in an educational community. After a decade of innovation and change in Portuguese schools, with the implementation of new collaborative supervision practices, it was interesting to carry out an analysis of their potentialities and constraints, about teacher professional development, focusing on collaborative work between peers. In the research, carried out in schools in the district of Porto, mixed methodological, qualitative and quantitative procedures were used. As a qualitative strategy, interviews with supervisors were conducted and analysed, and as a quantitative strategy, surveys were applied and analysed by teachers, aiming at the triangulation of the information collected. The results prove the potential of supervision, regarding the change in collaborative supervision practices, in peer work, with real construction of learning communities and improvement of school success. Both supervisors, as middle managers, and teachers positively highlight teamwork, especially in sectoral meetings and in the observation of classes between peers, valuing feedback, reflection, action research and the improvement of pedagogical intervention in the classroom. However, despite the recognition of the advantages of peer training supervision, the constraints of supervision still understood as evaluative are confirmed, showing the confusion between supervision and teacher performance evaluation. Indeed, some teachers continue to associate supervision with evaluative and bureaucratic procedures, which affects interpersonal relationships between supervisors and teachers, especially about class observation. Overall, supervisory action, based on democratic management practices and collaborative work, is considered essential for the reinforcement of continuous teacher training and the evolution of the dynamics of schools, as educational communities.International Journal of Management Science and Business Administration2023-03-22T13:10:57Z2020-01-01T00:00:00Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10437/13734TID:http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.64.1005engCoimbra, NazaréPereira, Ana ValeMartins, AlcinaBatista, Cristinainfo: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:RCAAP2023-03-24T01:32:33Zoai:recil.ensinolusofona.pt:10437/13734Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:46:02.289562Repositório 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 |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
title |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
spellingShingle |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development Coimbra, Nazaré EDUCAÇÃO SUPERVISÃO ESTRATÉGIAS PEDAGÓGICAS TUTELA EDUCATIVA EDUCATION SUPERVISION PEDAGOGICAL STRATEGIES TUTELARY EDUCATION |
title_short |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
title_full |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
title_fullStr |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
title_full_unstemmed |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
title_sort |
Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development |
author |
Coimbra, Nazaré |
author_facet |
Coimbra, Nazaré Pereira, Ana Vale Martins, Alcina Batista, Cristina |
author_role |
author |
author2 |
Pereira, Ana Vale Martins, Alcina Batista, Cristina |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Coimbra, Nazaré Pereira, Ana Vale Martins, Alcina Batista, Cristina |
dc.subject.por.fl_str_mv |
EDUCAÇÃO SUPERVISÃO ESTRATÉGIAS PEDAGÓGICAS TUTELA EDUCATIVA EDUCATION SUPERVISION PEDAGOGICAL STRATEGIES TUTELARY EDUCATION |
topic |
EDUCAÇÃO SUPERVISÃO ESTRATÉGIAS PEDAGÓGICAS TUTELA EDUCATIVA EDUCATION SUPERVISION PEDAGOGICAL STRATEGIES TUTELARY EDUCATION |
description |
The present study aims to analyse how pedagogical supervision can contribute to the change and innovation of the dynamics of collaboration and professional development of teachers in an educational community. After a decade of innovation and change in Portuguese schools, with the implementation of new collaborative supervision practices, it was interesting to carry out an analysis of their potentialities and constraints, about teacher professional development, focusing on collaborative work between peers. In the research, carried out in schools in the district of Porto, mixed methodological, qualitative and quantitative procedures were used. As a qualitative strategy, interviews with supervisors were conducted and analysed, and as a quantitative strategy, surveys were applied and analysed by teachers, aiming at the triangulation of the information collected. The results prove the potential of supervision, regarding the change in collaborative supervision practices, in peer work, with real construction of learning communities and improvement of school success. Both supervisors, as middle managers, and teachers positively highlight teamwork, especially in sectoral meetings and in the observation of classes between peers, valuing feedback, reflection, action research and the improvement of pedagogical intervention in the classroom. However, despite the recognition of the advantages of peer training supervision, the constraints of supervision still understood as evaluative are confirmed, showing the confusion between supervision and teacher performance evaluation. Indeed, some teachers continue to associate supervision with evaluative and bureaucratic procedures, which affects interpersonal relationships between supervisors and teachers, especially about class observation. Overall, supervisory action, based on democratic management practices and collaborative work, is considered essential for the reinforcement of continuous teacher training and the evolution of the dynamics of schools, as educational communities. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01T00:00:00Z 2020 2023-03-22T13:10:57Z |
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 |
http://hdl.handle.net/10437/13734 TID:http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.64.1005 |
url |
http://hdl.handle.net/10437/13734 |
identifier_str_mv |
TID:http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.64.1005 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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 |
International Journal of Management Science and Business Administration |
publisher.none.fl_str_mv |
International Journal of Management Science and Business Administration |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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