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Abstract(s)
O objetivo do estudo é saber o que pensam os docentes e como compreendem a atuação integrada dentro da sala de aula de dois professores em situação de coadjuvação, compreender como a prática continuada desta facilita o desenvolvimento profissional docente e fomenta o trabalho em equipa
Trata-se de uma investigação de natureza qualitativa, que recorre à entrevista semiestruturada, à observação e registo em diário de bordo e à análise documental para a recolha dos dados e procede à análise de conteúdo através de uma categorização de procedimento misto, combinando um sistema de categorias prévias mas abrindo a porta a outras categorias indutivas.
O estudo permitiu perceber uma mudança no modo como os docentes percecionam a escola atual e o modo de estar em sala de aula e registar algumas dificuldades técnicas e de organização, realçando a ideia de que a mudança requer alterações em todas as estruturas do Agrupamento e que a dimensão colaborativa, reflexiva e autoformativa que nele existe pode ser o esteio de um eficaz trabalho em equipa em prol dos alunos e das aprendizagens.
This study intends to know what teachers think and how they understand the integrated performance of two teachers in situation of coadjuvation within the classroom, to understand how its continuous practice fosters the teaching professional development and fosters teamwork. This is an investigation whose nature is qualitative, which resources are the half structured interview, the observation and registry in logbook and the documental analysis to the data collection and proceeds to the content analysis through the categorization of mixed content, combining a system of previous categories but opening the door to other inductive categories. The study allowed us to understand a change in the way teachers perceive today’s school and the way of being in the classroom and register some of the technical and organizational difficulties, pinpointing the idea that change requires modifications in all the structures of the “Agrupamento” and that the collaborative, reflective and self-training dimension may be the mainstay to an effective teamwork benefitting the students and upholding learnings.
This study intends to know what teachers think and how they understand the integrated performance of two teachers in situation of coadjuvation within the classroom, to understand how its continuous practice fosters the teaching professional development and fosters teamwork. This is an investigation whose nature is qualitative, which resources are the half structured interview, the observation and registry in logbook and the documental analysis to the data collection and proceeds to the content analysis through the categorization of mixed content, combining a system of previous categories but opening the door to other inductive categories. The study allowed us to understand a change in the way teachers perceive today’s school and the way of being in the classroom and register some of the technical and organizational difficulties, pinpointing the idea that change requires modifications in all the structures of the “Agrupamento” and that the collaborative, reflective and self-training dimension may be the mainstay to an effective teamwork benefitting the students and upholding learnings.
Description
Keywords
Coadjuvação Trabalho colaborativo Articulação pedagógica Desenvolvimento profissional Comunidade aprendente Coadjuvation Teamwork Pedagogic articulation Professional development Learning community