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Abstract(s)
A presente dissertação, focalizada na temática“ Os Professores, o Trabalho e a
Formação” surge no âmbito do Mestrado em Ciências da Educação: Administração e
Organização Escolar na Universidade Católica Portuguesa (UCP) e é o resultado de uma
investigação levada a cabo numa escola TEIP (Territórios Educativos de Intervenção
Prioritária) onde se pretendeu analisar a formação contínua realizada pelos professores,
como e por quem é organizada essa formação e o modo como se articula com o trabalho
docente, concretamente com as atividades letivas, dada a sua especificidade.
Outro aspeto importante a referir foi sem dúvida verificar quais os efeitos da
formação contínua no desenvolvimento profissional dos professores e qual o impacto
que provoca ao nível do pensamento e nas suas práticas letivas quotidianas.
Os resultados obtidos foram através de um paradigma misto: de investigação:
qualitativo com recurso a análise documental dos principais documentos estruturantes
da escola (Projetos Educativos e Planos de Formação incluindo o Plano de Ação TEIP)
e entrevistas ao diretor do agrupamento, ao coordenador da formação, a sete docentes,
três na qualidade de formadores internos e quatro na qualidade de formandos;
quantitativo com recurso a inquéritos por questionários a oitenta e nove docentes
selecionados com base em requisitos pré eliminatórios, atendendo ao tempo de serviço
prestado naquela escola e à situação profissional, embora só ficaram envolvidos
cinquenta e três.
A formação contínua representa uma mais-valia para os professores, pela
atualização de conhecimentos e desenvolvimento de competências profissionais não só
na área de adequação, mas noutras transversais, pois hoje os professores têm que estar
cabalmente munidos com uma panóplia de ferramentas necessárias para dar resposta a
um palco de atores diferenciado e heterogéneo.
A formação contínua, ao proporcionar um enriquecimento e um melhor
desempenho profissional também, vai apresentar um propósito de garantir que todos os
alunos efetuem um conjunto de aprendizagens enriquecedoras do seu currículo, assim
como a organização de respostas sociais no domínio do apoio às famílias.
A primeira parte da investigação, constituída por dois capítulos apresenta a
revisão de literatura, onde se exploram vários conceitos relevantes que permitem melhor
compreender o processo de desenvolvimento profissional em geral e, em particular, a
conceção, realização, organização e avaliação da formação contínua.
A segunda parte, também ela constituída por dois capítulos, apresenta a escolha
de metodologias de investigação e instrumentação, bem como a descrição dos
procedimentos de investigação.
Finalmente, apresentamos os resultados obtidos que revelam que atualmente os
professores de um modo geral se preocupam em fazer formação, mesmo que não seja
dinamizada por formadores externos das entidades formadoras, mas com docentes da
própria escola que, apesar de não terem horário para a realização, partilham com os
colegas os seus conhecimentos, as suas perceções e ideias que possam auxiliar na sua
prática pedagógica fora do seu horário de trabalho e a título gracioso, ou seja, sem
qualquer recompensa remuneratória.
This dissertation focused on the theme "Teachers, Work and Training" within the Master of Science in Education: School Organization and Administration at Universidade Católica Portuguesa (UCP).This dissertation is the result of an investigation carried out at a TEIP school (Educational Territories of Priority Intervention) .Its aim is to analyse e the training done by teachers, how and by whom this training is organised and how it articulates with the teaching, specifically teaching activities, owing to its specificity. Another important aspect was undoubtedly to verify which are the effects of training on teachers' professional development are and the impact that causes on the level of thought and practice in their everyday teaching activities. The results were obtained using a research mixed paradigm: a qualitative one using documentary analysis of key documents structuring the school (Educational Projects and Training Plans including Plan of Action TEIP) and interviews to the Principal of the school, the training coordinator, seven teachers, three as trainer teachers and four as trainee teachers; quantitative surveys using questionnaires to eighty-nine teachers selected based on eliminating requirements, given the time of service at that school and the professional status although only fifty-three were involved. Ongoing training is an asset for teachers, for updating knowledge and development of skills not only in the specific areas, but also in the transversal ones because today teachers have to be fully equipped with a range of tools to meet a stage of differentiated and heterogeneous actors. In-service training by providing enrichment and a better professional performance will also allow all students to achieve a set of learning enriching their curriculum as well as the organization of social responses in the field of family support. The first part of the investigation, comprising two sections, presents a review of literature, where they explore various relevant concepts to reach a better understanding of the professional development process, in general and, in particular, the conception, implementation, organization and evaluation of the training. The second part alsoconsisting of two chapters, presents the choice of research methodologies and instrumentation, as well as the description of the research procedures. Finally, we present results showing that teachers are generally interested in doing training, even if it is not given or taught by external trainers from training institutions, but with the school teachers who, despite not having enough time to perform, share with their colleagues their knowledge, their perceptions and ideas that can assist in their teaching outside their working hours and unpaid, ie, without any remuneration reward.
This dissertation focused on the theme "Teachers, Work and Training" within the Master of Science in Education: School Organization and Administration at Universidade Católica Portuguesa (UCP).This dissertation is the result of an investigation carried out at a TEIP school (Educational Territories of Priority Intervention) .Its aim is to analyse e the training done by teachers, how and by whom this training is organised and how it articulates with the teaching, specifically teaching activities, owing to its specificity. Another important aspect was undoubtedly to verify which are the effects of training on teachers' professional development are and the impact that causes on the level of thought and practice in their everyday teaching activities. The results were obtained using a research mixed paradigm: a qualitative one using documentary analysis of key documents structuring the school (Educational Projects and Training Plans including Plan of Action TEIP) and interviews to the Principal of the school, the training coordinator, seven teachers, three as trainer teachers and four as trainee teachers; quantitative surveys using questionnaires to eighty-nine teachers selected based on eliminating requirements, given the time of service at that school and the professional status although only fifty-three were involved. Ongoing training is an asset for teachers, for updating knowledge and development of skills not only in the specific areas, but also in the transversal ones because today teachers have to be fully equipped with a range of tools to meet a stage of differentiated and heterogeneous actors. In-service training by providing enrichment and a better professional performance will also allow all students to achieve a set of learning enriching their curriculum as well as the organization of social responses in the field of family support. The first part of the investigation, comprising two sections, presents a review of literature, where they explore various relevant concepts to reach a better understanding of the professional development process, in general and, in particular, the conception, implementation, organization and evaluation of the training. The second part alsoconsisting of two chapters, presents the choice of research methodologies and instrumentation, as well as the description of the research procedures. Finally, we present results showing that teachers are generally interested in doing training, even if it is not given or taught by external trainers from training institutions, but with the school teachers who, despite not having enough time to perform, share with their colleagues their knowledge, their perceptions and ideas that can assist in their teaching outside their working hours and unpaid, ie, without any remuneration reward.
Description
Keywords
Professores Formação contínua Desenvolvimento pessoal Teachers Continuing training Personal development