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Desenvolvimento profissional docente em comunidades virtuais de aprendizagem
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Advisor(s)
Abstract(s)
A construção de comunidades de aprendizagem profissional constitui uma tentativa de colocar a prática dos
professores no centro dos processos formativos. A formação dessas comunidades pode ser potenciada em ambientes de
aprendizagem virtual quando orientadas pelo trabalho colaborativo entre os participantes e pela análise reflexiva das práticas
educativas. Neste cenário o projeto Observatório Virtual de Supervisão Pedagógica e Autoavaliação de Escolas está a ser
concretizado com o trabalho de professores e investigadores na promoção do desenvolvimento profissional. O projeto tem
como objetivos desenvolver processos formativos, de acordo com as necessidades das escolas/agrupamentos de escolas e
focados na supervisão pedagógica por pares, acompanhar o desenvolvimento de projetos em curso e colaborar nos processos
de autoavaliação. A formação desenvolvida em contexto de trabalho entre diferentes profissionais de ensino teve como base
intervenções orientadas pela elaboração e análise de instrumentos de observação e discussão em fóruns virtuais em torno das
reflexões que daí resultaram. Num primeiro momento, foram envolvidos professores com funções de supervisão, coordenação
e liderança pedagógica de duas escolas, uma da zona de Setúbal e outra da zona de Coimbra. A análise de narrativas dos
professores, da interação nos fóruns e das reflexões finais elaboradas foca-se no modo como se processa a partilha de ideias e
de materiais e nas transformações ocorridas ao nível de conceções sobre a inovação e a supervisão pedagógica. Argumenta-se
que a metodologia adotada proporcionou o trabalho colaborativo assente na produção de artefactos, interações, intercâmbio
de conhecimento e reflexão sobre práticas educativas, dando origem ao desenvolvimento de comunidades virtuais de
aprendizagem. Neste percurso, os professores construíram novos conhecimentos e refizeram crenças e atitudes relativamente
ao papel da supervisão pedagógica na inovação das escolas e no desenvolvimento profissional docente.
The construction of professional learning communities is an attempt to put teachers’ practice at the center of formative processes. The construction of these communities can be potentiated in virtual learning environments when guided by collaborative work between participants and by the reflective analysis of educational practices. In this context the project Virtual Observatory of Pedagogical Supervision and self-assessment of schools is being concreted with the work of teachers and researchers in the promotion of professional development. The project aims to develop formative processes, according to the needs of schools/groupings of schools and focused on pedagogical peer supervision, monitor the development of ongoing projects and collaborate in the processes of Self-assessment. The training developed in the context of work among different teachers was based on interventions guided by the elaboration and analysis of instruments of observation and discussion in virtual forums. At first, the teachers with the supervision, coordination and pedagogical leadership roles were involved roles of a school in the Setúbal area and another school in the Coimbra area. The analysis of teachers ' narratives, the interaction in the virtual forums and the final report focuses on how the sharing of ideas and materials and the transformations that occur at the level of conceptions about innovation and pedagogical supervision are processed. We argued that the methodology adopted provided collaborative work based on the production of artefacts, interactions, knowledge exchange and reflection on educational practices, giving rise to the development of virtual communities of Learning. In this way, the teachers built new knowledge and reconstruct beliefs and attitudes regarding the role of pedagogical supervision in the innovation of schools and in the professional development of teachers.
The construction of professional learning communities is an attempt to put teachers’ practice at the center of formative processes. The construction of these communities can be potentiated in virtual learning environments when guided by collaborative work between participants and by the reflective analysis of educational practices. In this context the project Virtual Observatory of Pedagogical Supervision and self-assessment of schools is being concreted with the work of teachers and researchers in the promotion of professional development. The project aims to develop formative processes, according to the needs of schools/groupings of schools and focused on pedagogical peer supervision, monitor the development of ongoing projects and collaborate in the processes of Self-assessment. The training developed in the context of work among different teachers was based on interventions guided by the elaboration and analysis of instruments of observation and discussion in virtual forums. At first, the teachers with the supervision, coordination and pedagogical leadership roles were involved roles of a school in the Setúbal area and another school in the Coimbra area. The analysis of teachers ' narratives, the interaction in the virtual forums and the final report focuses on how the sharing of ideas and materials and the transformations that occur at the level of conceptions about innovation and pedagogical supervision are processed. We argued that the methodology adopted provided collaborative work based on the production of artefacts, interactions, knowledge exchange and reflection on educational practices, giving rise to the development of virtual communities of Learning. In this way, the teachers built new knowledge and reconstruct beliefs and attitudes regarding the role of pedagogical supervision in the innovation of schools and in the professional development of teachers.
Description
Projeto Observatório Virtual sobre Supervisão Pedagógica e AutoAvaliação de Escolas - https://lead.uab.pt/obvspa/
Keywords
Comunidades virtuais de aprendizagem Desenvolvimento profissional Supervisão por pares Redes colaborativas
Citation
Oliveira, I., Barreira, C., Miranda, B. (2020).Desenvolvimento profissional docente em comunidades virtuais de aprendizagem In Ana Paula Caetano et al (Eds).Atas do IV Encontro Luso-Brasileiro Trabalho Docente e Formação de Professores, pp 400-407, Universidade de Lisboa
Publisher
Instituto de Educação da Universidade de Lisboa