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Abstract(s)
Este artigo parte do pressuposto de que a escola é um espaço onde o professor não apenas ensina, mas também aprende. É durante o exercício da sua profissão, quando se depara com dificuldades no processo de fazer aprender, que o professor mais facilmente percebe a
necessidade de uma constante busca por novas aprendizagens, ou seja, de um desenvolvimento profissional contínuo. São apresentados os resultados obtidos através de uma pesquisa a nível de doutoramento, onde se elegeu como objecto de estudo as Jornadas
Pedagógicas, levadas a cabo nas escolas de Moçambique, por se tratar de uma actividade que visa a formação contínua dos docentes. O propósito da investigação foi o de analisar as Jornadas Pedagógicas e a sua eficácia para o desenvolvimento profissional dos professores
primários e dos directores pedagógicos. A metodologia adoptada para é de cariz essencialmente qualitativo, tendo-se procedido a um estudo de caso em duas escolas primárias da Beira, Moçambique. Como instrumentos de colecta de dados, foram aplicados questionários aos professores, realizaram-se entrevistas semiestruturadas com professores e directores adjuntos pedagógicos, tendo-se procedido, também, a análise documental e observação. Os dados foram analisados à luz dos contributos dos autores que sustentam esse
estudo, fazendo-se uma abordagem comparativa entre as duas escolas. As principais conclusões apontam para o facto de que, embora os participantes tenham expressado no seu discurso a valorização das Jornadas Pedagógicas e as terem avaliado de forma positiva, esta
actividade ainda apresenta muitas limitações no que tange ao desenvolvimento profissional do professor. Não foram encontradas evidências de que a participação dos docentes nas Jornadas Pedagógicas esteja a ter impacto significativo no desempenho dos professores ou no aproveitamento dos alunos.
This article assumes that the school is a space where the teacher not only teaches but also learns. It is during the practice of his profession, when faced with difficulties in the process of making learning happen, that the teacher most easily perceives the need for a constant search for new learning, that is, a continuous professional development. The results obtained through a doctoral level research are presented, where the selected object of study wasTeacherTraining Days carried out in theschools ofMozambique, because it is an activity that aims at the continuous training of the teachers. The purpose of the research was to analyze the Teacher Training Days and their effectiveness in the professional development of primary school teachersand pedagogical directors. The methodology adopted is essentially qualitative and a case study was carried out in two primary schools in Beira, Mozambique. As data collection instruments, questionnaires were applied to teachers, semi-structured interviewswere conducted with teachers and assistant pedagogical directors. Observations as well as documental analysis were also undertaken. The data were analyzed in light of the contributions of the authors that support this study, making a comparative approachbetween the two schools. The main conclusions indicate that, although the participants expressed in their discourse the appreciation of the Teacher Training Days and evaluated them positively, this activity still has many limitations regarding the professional development of the teachers. No evidence was found that teacher participation in Teacher Training Days is having a significant impact on teacher performance or student achievement.
This article assumes that the school is a space where the teacher not only teaches but also learns. It is during the practice of his profession, when faced with difficulties in the process of making learning happen, that the teacher most easily perceives the need for a constant search for new learning, that is, a continuous professional development. The results obtained through a doctoral level research are presented, where the selected object of study wasTeacherTraining Days carried out in theschools ofMozambique, because it is an activity that aims at the continuous training of the teachers. The purpose of the research was to analyze the Teacher Training Days and their effectiveness in the professional development of primary school teachersand pedagogical directors. The methodology adopted is essentially qualitative and a case study was carried out in two primary schools in Beira, Mozambique. As data collection instruments, questionnaires were applied to teachers, semi-structured interviewswere conducted with teachers and assistant pedagogical directors. Observations as well as documental analysis were also undertaken. The data were analyzed in light of the contributions of the authors that support this study, making a comparative approachbetween the two schools. The main conclusions indicate that, although the participants expressed in their discourse the appreciation of the Teacher Training Days and evaluated them positively, this activity still has many limitations regarding the professional development of the teachers. No evidence was found that teacher participation in Teacher Training Days is having a significant impact on teacher performance or student achievement.
Description
Keywords
Formação contínua Desenvolvimento profissional docente Jornadas pedagógicas Continuing education Teacher professional development Teacher training days
Pedagogical Context
Citation
Manoel, M., Cabral, I. (2018) Professor um eterno Aprendiz: a Escola como um espaço de Desenvolvimento Profissional. Revista Electrónica de Investigação e Desenvolvimento, 1(9), 109-121
Publisher
Universidade Católica de Moçambique