Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal
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: | https://doi.org/10.34624/id.v13i3.25518 |
Resumo: | Collaboration is understood as a way of working and learning between peers which promotes professional development. The existence of opportunities for English teachers and generalist teachers to learn together and collaborate actively with each other may contribute to the innovation of teaching processes and favour the application of new ideas and knowledge in the classroom (OCDE, 2019, p. 163). In this context, the exploratory case study presented here is focused on teachers’ collaborative work in Primary schools in a Portuguese municipality. This study is based on a local intervention plan, developed by a municipality, which aimed to train this team of English teachers and to favour and facilitate methods of educational intervention in curricular articulation with the generalist teacher. The perceptions of sixteen English teachers were analyzed regarding collaborative practices they developed with each other and with generalist teachers, in the course of an academic year. Data collected from generalist teachers was also analysed in order to provide a complementary perspective on this collaborative work. More specifically, the analysis of the data, collected using several instruments, such as questionnaires, teachers’ reflections on their classes and interviews, indicates the existence of a community of practice and reveals that a collaborative teaching culture was determining in the way in which the teachers understood and worked with the curriculum. |
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Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in PortugalA colaboração entre o professor de inglês e o professor generalista. Trajetórias para uma nova cultura de escola no 1.º ciclo do Ensino Básico, em PortugalCollaboration is understood as a way of working and learning between peers which promotes professional development. The existence of opportunities for English teachers and generalist teachers to learn together and collaborate actively with each other may contribute to the innovation of teaching processes and favour the application of new ideas and knowledge in the classroom (OCDE, 2019, p. 163). In this context, the exploratory case study presented here is focused on teachers’ collaborative work in Primary schools in a Portuguese municipality. This study is based on a local intervention plan, developed by a municipality, which aimed to train this team of English teachers and to favour and facilitate methods of educational intervention in curricular articulation with the generalist teacher. The perceptions of sixteen English teachers were analyzed regarding collaborative practices they developed with each other and with generalist teachers, in the course of an academic year. Data collected from generalist teachers was also analysed in order to provide a complementary perspective on this collaborative work. More specifically, the analysis of the data, collected using several instruments, such as questionnaires, teachers’ reflections on their classes and interviews, indicates the existence of a community of practice and reveals that a collaborative teaching culture was determining in the way in which the teachers understood and worked with the curriculum.La collaboration pédagogique est comprise comme un moyen de travailler et d’apprendre entre pairs, favorisant le développement professionnel. L’existence d’opportunités pour l’enseignant d’anglais et l’enseignant généraliste d’apprendre et de collaborer activement peut contribuer à l’innovation du processus d’enseignement et favoriser l’application de nouvelles idées et connaissances en salle de classe (OCDE, 2019, p.163). Dans ce context, l´étude de cas exploratoire ici présentée se concentre sur la collaboration des enseignants dans le 1er cycle de l’Éducation Basique (CEB) au Portugal et repose sur un plan d’intervention local, développé par une coordinatrice pour former une équipe d’enseignants d’anglais et pour faciliter les modes d’intervention pédagogique d’iune façon articulée du point de vue curriculaire avec l’enseignant généraliste. Les perceptions de seize enaeignants d’anglais ont été analysées en relation avec les actions de collaboration qu’ils ont cru avoir développées entre eux et avec des enseignants généralistes au cours d’une année scolaire. Les données recueillies sur cette collaboration pédagogique à partir des perceptions des enseignants généralistes se sont montrées importantes pour confronter les perspectives des deux types d’acteurs éducatifs. Concrètement, l’analyse des données, recueillies par différents outils (une enquête par questionnaire, des réflexions en salle classe et des entretiens oraux), montre l’existence d’une communauté de pratique et une culture de travail collaboratif déterminante dans la manière dont les enseignants pensaient et agissaient sur les instructions officelles et les contenus didactiques.A colaboração docente é compreendida enquanto forma de trabalho e de aprendizagem entre pares, promotora de desenvolvimento profissional. A existência de oportunidades para que o professor de inglês e o professor generalista aprendam e colaborem ativamente pode contribuir para a inovação do processo de ensino dos professores e favorecer a aplicação de novas ideias e conhecimentos em sala de aula (OCDE, 2019, p.163). Neste quadro, apresenta-se aqui, e precisamente, um estudo de caso, de cariz exploratório, que incide sobre a colaboração docente no 1.º ciclo do Ensino Básico (CEB), em Portugal, e que teve por base um plano de intervenção local, desenvolvido por uma autarquia, para capacitar esta equipa de professores de inglês e para favorecer e facilitar modos de intervenção educativa em articulação curricular com o professor generalista. Foram analisadas as perceções de dezasseis professores de inglês relativamente às ações colaborativas que entendem ter desenvolvido entre si e com os professores generalistas, durante um ano letivo. Os dados recolhidos sobre essa colaboração docente a partir das perceções dos professores generalistas revelaram-se importantes para confrontar o olhar destes dois tipos de intervenientes. Mais especificamente, a análise de dados, recolhidos através de instrumentos vários, tais como inquérito por questionário, reflexões de aula e entrevistas, indicia a existência de uma comunidade de prática e mostra que uma cultura docente colaborativa foi determinante na forma como os professores pensaram e agiram sobre o currículo.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-07-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i3.25518https://doi.org/10.34624/id.v13i3.25518Indagatio Didactica; Vol 13 No 3 (2021); 95-112Indagatio Didactica; Vol. 13 Núm. 3 (2021); 95-112Indagatio Didactica; Vol. 13 No 3 (2021); 95-112Indagatio Didactica; vol. 13 n.º 3 (2021); 95-1121647-3582reponame: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/25518https://proa.ua.pt/index.php/id/article/view/25518/18387http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLazana, VeraAndrade, Ana IsabelMoreira, Gillian Owen2023-09-22T10:19:13Zoai:proa.ua.pt:article/25518Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:30.187491Repositório 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 |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal A colaboração entre o professor de inglês e o professor generalista. Trajetórias para uma nova cultura de escola no 1.º ciclo do Ensino Básico, em Portugal |
title |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
spellingShingle |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal Lazana, Vera |
title_short |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
title_full |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
title_fullStr |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
title_full_unstemmed |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
title_sort |
Collaboration between English and generalist teachers. Trajectories for a new educational culture in Primary School, in Portugal |
author |
Lazana, Vera |
author_facet |
Lazana, Vera Andrade, Ana Isabel Moreira, Gillian Owen |
author_role |
author |
author2 |
Andrade, Ana Isabel Moreira, Gillian Owen |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lazana, Vera Andrade, Ana Isabel Moreira, Gillian Owen |
description |
Collaboration is understood as a way of working and learning between peers which promotes professional development. The existence of opportunities for English teachers and generalist teachers to learn together and collaborate actively with each other may contribute to the innovation of teaching processes and favour the application of new ideas and knowledge in the classroom (OCDE, 2019, p. 163). In this context, the exploratory case study presented here is focused on teachers’ collaborative work in Primary schools in a Portuguese municipality. This study is based on a local intervention plan, developed by a municipality, which aimed to train this team of English teachers and to favour and facilitate methods of educational intervention in curricular articulation with the generalist teacher. The perceptions of sixteen English teachers were analyzed regarding collaborative practices they developed with each other and with generalist teachers, in the course of an academic year. Data collected from generalist teachers was also analysed in order to provide a complementary perspective on this collaborative work. More specifically, the analysis of the data, collected using several instruments, such as questionnaires, teachers’ reflections on their classes and interviews, indicates the existence of a community of practice and reveals that a collaborative teaching culture was determining in the way in which the teachers understood and worked with the curriculum. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-28 |
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.v13i3.25518 https://doi.org/10.34624/id.v13i3.25518 |
url |
https://doi.org/10.34624/id.v13i3.25518 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/25518 https://proa.ua.pt/index.php/id/article/view/25518/18387 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 |
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 13 No 3 (2021); 95-112 Indagatio Didactica; Vol. 13 Núm. 3 (2021); 95-112 Indagatio Didactica; Vol. 13 No 3 (2021); 95-112 Indagatio Didactica; vol. 13 n.º 3 (2021); 95-112 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 |
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RCAAP |
institution |
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) |
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 |
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