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Resumo(s)
O estudo empírico, baseado numa metodologia de investigação qualitativa, centrado em múltiplos estudos de caso, foi realizado no âmbito do projeto de Pós- Doutoramento, em Ciências da Educação, na Faculdade de Educação e Psicologia, da Universidade Católica Portuguesa - Católica Porto, intitulado " Colaborar para Inovar no Ensino Profissional ", sob a orientação científica do Professor Doutor José Matias Alves, centra-se nas condições, modelos de formação-ação e práticas reflexivas de suporte à mediação da consultoria externa em Formação Avançada em Ciências da Educação certificada, eixo Valorização do Ensino Profissional (FACE-EP), do Serviço de Apoio à Melhoria da Educação (SAME), e pretende dar a conhecer os resultados, em termos de inovação, impactos e efeitos transformativos nos modos de pensar e agir profissionais dos diretores, professores e formadores das escolas com ensino profissional. O referencial do modelo de intervenção e consultoria externa, na modalidade de Oficina de Formação, tem características distintivas e as estratégias de formação contínua são centradas nas próprias escolas e orientadas para a inovação e para a sua melhoria contínua, apoiadas na teoria da investigação-ação-colaborativa e educação reflexiva (Argyris, 1977, 1999; Argyris e Schön, 1978, 1996), Schon (1983).multiple case studies, was carried out under the Post-Doctoral project in
Education Sciences, at the Faculty of Education and Psychology, Portuguese
Catholic University, Catholic Porto, Portugal entitled "Collaborate to Innovate in
Vocational Education", under the scientific supervision of Professor José Matias
Alves, focuses on the conditions, training-action models and reflexive practices of
mediation support of the external consultancy in Advanced Training in Educational
Sciences, (FACE-EP), of the Education Improvement Support Service (SAME), and
aims to disseminate the results in terms of innovation, impacts and transformative
effects on the ways of thinking and acting professionals of the directors, teachers
and trainers of vocational schools. The model of intervention and external
consulting, in the form of Training Workshop, has distinctive characteristics and
the strategies of continuous formation are centered in the own schools and
oriented towards the innovation and its continuous improvement, supported in the
theory of the investigation-action (Argyris, 1977, 1999; Argyris and Schön, 1978,
1996), Schon (1983).
The empirical study, based on a qualitative research methodology, focused on multiple case studies, was carried out under the Post-Doctoral project in Education Sciences, at the Faculty of Education and Psychology, Portuguese Catholic University, Catholic Porto, Portugal entitled "Collaborate to Innovate in Vocational Education", under the scientific supervision of Professor José Matias Alves, focuses on the conditions, training-action models and reflexive practices of mediation support of the external consultancy in Advanced Training in Educational Sciences, (FACE-EP), of the Education Improvement Support Service (SAME), and aims to disseminate the results in terms of innovation, impacts and transformative effects on the ways of thinking and acting professionals of the directors, teachers and trainers of vocational schools. The model of intervention and external consulting, in the form of Training Workshop, has distinctive characteristics and the strategies of continuous formation are centered in the own schools and oriented towards the innovation and its continuous improvement, supported in the theory of the investigation-action (Argyris, 1977, 1999; Argyris and Schön, 1978, 1996), Schon (1983).
The empirical study, based on a qualitative research methodology, focused on multiple case studies, was carried out under the Post-Doctoral project in Education Sciences, at the Faculty of Education and Psychology, Portuguese Catholic University, Catholic Porto, Portugal entitled "Collaborate to Innovate in Vocational Education", under the scientific supervision of Professor José Matias Alves, focuses on the conditions, training-action models and reflexive practices of mediation support of the external consultancy in Advanced Training in Educational Sciences, (FACE-EP), of the Education Improvement Support Service (SAME), and aims to disseminate the results in terms of innovation, impacts and transformative effects on the ways of thinking and acting professionals of the directors, teachers and trainers of vocational schools. The model of intervention and external consulting, in the form of Training Workshop, has distinctive characteristics and the strategies of continuous formation are centered in the own schools and oriented towards the innovation and its continuous improvement, supported in the theory of the investigation-action (Argyris, 1977, 1999; Argyris and Schön, 1978, 1996), Schon (1983).
Descrição
Palavras-chave
Inovação para a mudança Estratégias de formação-acão-colaborativa Innovation for change Training-action-collaborative strategies
Contexto Educativo
Citação
Orvalho, L., & Alves, J. M. (2017). Estratégias formativas e impactos no desenvolvimento organizacional e profissional dos professores das escolas com ensino profissional. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, & M. D. C. Roldão (Eds.), Educação, Territórios e Desenvolvimento Humano: Atas do II Seminario Internacional (pp. 824-838). Universidade Católica Portuguesa. http://hdl.handle.net/10400.14/24267
Editora
Universidade Católica Portuguesa