| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.74 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta investigação surgiu da experiência profissional da investigadora e
tem como propósito estudar de que forma os professores de matemática do 2º
CEB trabalham, ou não, colaborativamente e como fundamentam essa prática.
O nosso universo incidiu sobre os professores de matemática de todas as
Escolas Básicas de 2.º e 3.º ciclos de Ensino Básico de três concelhos da
Área Metropolitana do Porto.
De acordo com os propósitos enunciados, procedeu-se a uma tentativa
sistematizada e rigorosa de encontrar percursos e práticas colaborativas
entre docentes de matemática do 2º Ciclo do Ensino Básico de três concelhos
da Área Metropolitana do Porto. Para se operacionalizar uma investigação
deste género foi necessário um estudo com fundamento na literatura
consultada. Assim, optou-se por pesquisar informação bibliográfica, tendo
sempre em conta a temática central da investigação, para que a pesquisa
literária orientasse na facilitação da compreensão do fenómeno em estudo.
A escola, em geral, e a sala de aula, em particular assim como os
processos ali desenvolvidos consubstanciam um espaço de irrecusável
impacto estratégico. Assim, houve necessidade de recolher informação que
contemplasse, de forma adequada, a generalidade dos aspetos subjacentes à
construção de uma escola capaz de responder, com eficiência às
necessidades dos alunos e dos docentes.
A investigação obedeceu a um estudo extensivo, ou seja, de natureza
quantitativa e teve como técnicas e instrumentos de recolha de dados o
inquérito por questionário e a análise documental. Quanto aos instrumentos e
técnicas de tratamento e análise recorreu-se ao tratamento estatístico e à
análise de conteúdo.
Das conclusões a que se chegou após a finalização do estudo,
relevamos as principais: os professores de matemática do 2º Ciclo do Ensino
Básico (e também os órgãos de gestão das escolas) reconhecem a importância
e as vantagens do desenvolvimento de práticas de trabalho colaborativo e já
evidenciam algumas delas; no entanto, constatou-se que a colaboração ainda
não é estendida às práticas letivas, o que pouco contribui para melhorar o ensino. Assim sendo, há, ainda, um longo caminho a percorrer para que haja
um trabalho colaborativo efetivo que leve a alterações no nosso sistema de
ensino, em geral, e no ensino da matemática, em particular.
This project arose from the researcher’s experience and aims to study how the math teachers of the 2nd cycle of basic education work, or not, collaboratively and how they underlie this practice. Our study universe was composed by the mathematics teachers of all 2nd and 3rd cycles of basic education schools, belonging to the metropolitan region of Oporto. According to the stated purposes, we proceeded to a systematic and rigorous attempt to find collaborative practices between mathematics teachers of the 2nd cycle of basic education belonging to three municipalities from the metropolitan region of Oporto. To operationalize an investigation of this kind, it was, firstly, necessary to proceed to a study of the existing literature. Thus, it was decided to search bibliographic information, taking into account the central topic of the investigation, so that the literary research could orientate and provide the understanding of the phenomenon under study. School, in general, and the classroom, particularly, as well as the processes there developed personify an undeniable strategic impact space. This way, it was necessary to gather information that would contemplate, appropriately, the majority of the aspects underlying the construction of a School able to respond efficiently to the needs of both students and teachers. The research was based on an extensive study, that is, of a quantitative nature. The techniques and data collection instruments adopted were the questionnaire survey and the document analysis. In what regards instruments and treatment techniques and analysis of the data, we opted for the statistical analysis and content analysis. From the reached conclusions after the completion of the study, we highlight the main and following ones: math teachers of the 2nd cycle of basic education (and the management bodies of schools) recognize the importance and the advantages of developing collaborative working practices and have already shown some of them; however, it was found that the cooperation is not extended to teaching practices, which does little to improve teaching. Therefore, there is still a long way to go before there is an effective collaborative work leading to changes in our education system, in general, and in mathematics education, particularly.
This project arose from the researcher’s experience and aims to study how the math teachers of the 2nd cycle of basic education work, or not, collaboratively and how they underlie this practice. Our study universe was composed by the mathematics teachers of all 2nd and 3rd cycles of basic education schools, belonging to the metropolitan region of Oporto. According to the stated purposes, we proceeded to a systematic and rigorous attempt to find collaborative practices between mathematics teachers of the 2nd cycle of basic education belonging to three municipalities from the metropolitan region of Oporto. To operationalize an investigation of this kind, it was, firstly, necessary to proceed to a study of the existing literature. Thus, it was decided to search bibliographic information, taking into account the central topic of the investigation, so that the literary research could orientate and provide the understanding of the phenomenon under study. School, in general, and the classroom, particularly, as well as the processes there developed personify an undeniable strategic impact space. This way, it was necessary to gather information that would contemplate, appropriately, the majority of the aspects underlying the construction of a School able to respond efficiently to the needs of both students and teachers. The research was based on an extensive study, that is, of a quantitative nature. The techniques and data collection instruments adopted were the questionnaire survey and the document analysis. In what regards instruments and treatment techniques and analysis of the data, we opted for the statistical analysis and content analysis. From the reached conclusions after the completion of the study, we highlight the main and following ones: math teachers of the 2nd cycle of basic education (and the management bodies of schools) recognize the importance and the advantages of developing collaborative working practices and have already shown some of them; however, it was found that the cooperation is not extended to teaching practices, which does little to improve teaching. Therefore, there is still a long way to go before there is an effective collaborative work leading to changes in our education system, in general, and in mathematics education, particularly.
Description
Keywords
Colaboração Cooperação Ensino da Matemática Profissionalidade docente Desenvolvimento profissional Collaboration Cooperation Mathematics Teaching Teacher’s Professionality Professional Development