Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/22542
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dc.contributor.authorEsteves, Zita-
dc.contributor.authorFormosinho, João-
dc.contributor.authorMachado, Joaquim-
dc.identifier.citationEsteves, Zita, Formosinho, João, Machado, Joaquim (2014). Equipas educativas: autonomia da escola e colaboração docente. In Carvalho, Maria João, Loureiro, Armando, Ferreira, Carlos Alberto (orgs.) Atas do XII Congresso da SPCE - Espaços de investigação, reflexão e ação interdisciplinar. [Setembro 2014, Vila Real Portugal] (117-125). Vila Real: De Facto Editorespt_PT
dc.identifier.isbnISBN 978-989-704-188-4-
dc.description.abstractAlthough school depends on the central government as a peripheral state service, there have always been margins of teachers autonomy to contextualize teaching. Initially concei ved as a faculty to develop and carry out its own educational project with the participation of students and the community, the autonomy given to the school has evolved towards the transfer of instrumental skills to the achievement of policies centrally de fined. The currently recognized school autonomy has different dimensions, including the organizational, pedagogical and curricular domains and previses that the control of school is done, no longer depending on the compliance of procedures, but based on th e pursuit of set goals. In this perspective, to autonomy recognized to teacher in the classroom now joins the autonomy recognized to school in its organization and operation, as a condition of its function of teaching people to learn, emphasizing their res ponsibility (even when capacity is constrained) in defining the operating scheme, including the elaboration of schedules, the organization of space, the distribution of time, in forming classes priority and the corresponding allocation of teachers. In this presentation, we present some conclusions of a qualitative nature study of an experience of school organization on educational teams. This study highlights how the internal dynamics is positively influenced by the new organization of the intermediate scho ol management and the capacity building of teachers to build more appropriate responses to students in pursuit of the established objectives. Autonomy built by teachers within each team contributes to the deepening of collaboration around the project of cu rriculum development and allows the assertion of intermediate educational leadershipspt_PT
dc.subjectEducational teamspt_PT
dc.subjectPedagogical managementpt_PT
dc.subjectTeacher collaborationpt_PT
dc.titleEquipas educativas: autonomia da escola e colaboração docentept_PT
dc.title.alternativeEducational teams: autonomy and teacher collaborationpt_PT
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