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A contribuiĆ§Ć£o do coordenador de departamento para o trabalho colaborativo por parte dos docentes do seu departamento curricular
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Considerando que nĆ£o sĆ³ a lideranƧa de topo de uma organizaĆ§Ć£o, mas tambĆ©m as
lideranƧas intermĆ©dias desempenham um papel de extrema importĆ¢ncia no dia-a-dia,
pretendeu-se com este estudo perceber em que medida Ć© que o coordenador de
departamento (CD) pode contribuir para a melhoria e o aumento do trabalho colaborativo
por parte dos docentes de um departamento curricular (DC), bem como a utilizaĆ§Ć£o do
digital na prĆ”tica pedagĆ³gica destes, pretendendo-se ainda que sejam identificados alguns
constrangimentos que nĆ£o permitem que esta melhoria da prĆ”tica seja atingida na sua
plenitude.
Para a consecuĆ§Ć£o dos objetivos propostos, foi aplicada a entrevista semiestruturada a
todos os CD e um questionƔrio dirigido a todos os docentes do agrupamento de escolas.
Da anĆ”lise dos dados obtidos, foi possĆvel concluir que, no agrupamento de escolas em
estudo, o trabalho colaborativo Ć© uma realidade, nomeadamente no formato de
colegialidade artificial e de trabalho de grupo, tendo em conta as definiƧƵes apresentadas
por Fullan e Hargreaves (2001), tendo sido elencados os principais constrangimentos e
fatores positivos no que ao trabalho colaborativo e Ć utilizaĆ§Ć£o do digital diz respeito.
Foi tambĆ©m analisada a utilizaĆ§Ć£o da tĆ©cnica BYOD (Bring Your Own Device), sendo possĆvel
aferir que, embora a maioria dos professores nĆ£o tenha conhecimento sobre este conceito,
a utiliza, tendo sido tambƩm destacados os principais fatores que influenciam esta
utilizaĆ§Ć£o.
Este estudo permitiu identificar uma grande convergĆŖncia e sintonia nas respostas dadas
pelos vƔrios intervenientes, o que pode levar a acreditar que o trabalho colaborativo e a
utilizaĆ§Ć£o do digital jĆ” fazem parte da cultura de escola, deste agrupamento de escolas
especĆfico.
Considering that not only the top leadership of an organization, but also the middle leadership plays an extremely important role in day-to-day life, this study aimed to understand to what extent the departmental coordinator (DC) can contribute to the improvement and increase of collaborative work by the teachers of a curricular department (CD), as well as the use of digital technology in their teaching practice. To achieve the proposed objectives, a semi-structured interview was applied to all the DCs and a questionnaire addressed to all the teachers of the school cluster. From the analysis of the data obtained, it was possible to conclude that, in the school cluster under study, collaborative work is a reality, namely in the format of artificial collegiality and group work, taking into account the definitions presented by Fullan and Hargreaves (2001), having listed the main constraints and positive factors regarding collaborative work and the use of digital technology. The use of the BYOD (Bring Your Own Device) technique was also analyzed, and it was possible to assess that, although most teachers do not know about this concept, they use it, and the main factors that influence this use were also highlighted. This study identified a great convergence and harmony in the answers given by the various participants, which may lead to believe that collaborative work and the use of digital devices are already part of the school culture of this specific school cluster.
Considering that not only the top leadership of an organization, but also the middle leadership plays an extremely important role in day-to-day life, this study aimed to understand to what extent the departmental coordinator (DC) can contribute to the improvement and increase of collaborative work by the teachers of a curricular department (CD), as well as the use of digital technology in their teaching practice. To achieve the proposed objectives, a semi-structured interview was applied to all the DCs and a questionnaire addressed to all the teachers of the school cluster. From the analysis of the data obtained, it was possible to conclude that, in the school cluster under study, collaborative work is a reality, namely in the format of artificial collegiality and group work, taking into account the definitions presented by Fullan and Hargreaves (2001), having listed the main constraints and positive factors regarding collaborative work and the use of digital technology. The use of the BYOD (Bring Your Own Device) technique was also analyzed, and it was possible to assess that, although most teachers do not know about this concept, they use it, and the main factors that influence this use were also highlighted. This study identified a great convergence and harmony in the answers given by the various participants, which may lead to believe that collaborative work and the use of digital devices are already part of the school culture of this specific school cluster.
Description
Keywords
Trabalho colaborativo Digital BYOD (Bring Your Own Device) LideranƧa intermƩdia Collaborative work Digital Middle leadership