Browsing by Author "Alves, Matias"
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- Auto-évaluation institutionnelle et performance pédagogique des enseignants de l'enseignement supérieur au MozambiquePublication . Chongo, Fernando; Alves, MatiasCette recherche, développée dans le cadre du doctorat, vise à analyser la contribution de l'auto-évaluation institutionnelle à l'amélioration de la performance pédagogique des professeurs de Faculdade C d'une université mozambicaine. La recherche suit une méthodologie qualitative et a été matérialisée par l'étude de cas, basée sur une analyse documentaire, des sondages par entrevues, des questionnaires et un groupe de discussion, ayant un échantillon de 63 intervenants. Les résultats montrent que la faculté en analyse n'a donc pas de référence de gestion de la qualité dans lequel le processus interne de planification, de mise en œuvre et d'évaluation est explicite en faveur de l'excellence dans la performance pédagogique de chaque enseignant.
- Middle leadership in educational teams: practices and effects on the development of learning communitiesPublication . Pinheiro, Generosa; Alves, MatiasIn a new context of management and teaching action, framed by the organization of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalized through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analyzing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.