Loading...
Publication
O papel da supervisão colaborativa no contexto de implementação de um plano de inovação. Da teoria à prática: um estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.22 MB | Adobe PDF |
Advisor(s)
Abstract(s)
No quadro da atual política educativa, em Portugal, espera-se que as escolas e os professores assumam a inovação como forma de impulsionar a mudança, (re)pensando os modos de organização e desenvolvimento do currículo, baseados em processos de supervisão e colaboração. Várias escolas, no âmbito da sua autonomia, aderiram prontamente a este desafio, implementando planos de inovação. Assim, é no contexto da prática da implementação de cada plano que surge a pertinência de investigar o que pode comprometer
a mudança, ou seja, a forma como os atores educativos interpretam e operacionalizam as medidas, adotando (ou não) posturas de colaboração. O objetivo do estudo foi, assim, compreender como lideranças e professores percecionam o papel da supervisão e da colaboração na implementação das medidas de inovação pedagógica da sua escola, partindo da seguinte questão inicial: De que forma professores e respetivas lideranças, do agrupamento de escolas X, desenvolvem e entendem os processos de supervisão e colaboração, como suporte à inovação que pretendem introduzir? O estudo desenvolveu-se num agrupamento de escolas da área metropolitana de Lisboa e envolveu oito participantes. No estudo de caso único, de
natureza descritiva e interpretativa, enquadrado num paradigma qualitativo, utilizamos, como técnicas de recolha de dados, a análise documental, as entrevistas semiestruturadas e o focus group. Os resultados revelaram uma grande convergência entre os participantes, os quais reconhecem a importância do desenvolvimento dos processos de inovação numa lógica de liderança partilhada e de colaboração, que concretizam na interação, na reflexão conjunta e nas práticas de supervisão pedagógica horizontal. Identificam nestas práticas contributos para uma aprendizagem e melhoria contínua, apesar de ser possível entrever alguns entendimentos divergentes e resistências às práticas de supervisão e de colaboração.
Within the framework of the current educational policy in Portugal, it is expected that schools and teachers embrace innovation in service of change, (re)thinking organization and curriculum development methods based on processes of supervision and collaboration. Several schools, within the scope of their autonomy, promptly embraced this challenge, implementing innovation plans. Thus, it is within the context of the implementation practice of each plan that the relevance arises to investigate what may compromise the change, namely, how leaders and teachers interpret and operationalize the measures, adopting (or not) collaborative stances. The aim of the study was to understand how leaders and teachers perceive the role of supervision and collaboration in implementing pedagogical innovation measures at their school, starting from the initial question: How do teachers and their respective leaders, from a school cluster X, develop and perceive the processes of supervision and collaboration, as support for the innovation they intend to implement? The study was conducted in a school cluster in the Lisbon metropolitan area and involved eight participants. In this single case study, of a descriptive and interpretative nature, framed within a qualitative paradigm, we used documentary analysis, semi-structured interviews, and focus groups as data collection techniques. The results revealed significant convergence among the participants, who recognize the importance of developing innovation processes within a framework of shared leadership and collaboration, which they implement through interaction, joint reflection, and practices of horizontal pedagogical supervision. They acknowledge these practices as contributing to continuous learning and improvement, although it was possible to glimpse that there are still some divergent understandings and resistance to supervision and collaboration practices.
Within the framework of the current educational policy in Portugal, it is expected that schools and teachers embrace innovation in service of change, (re)thinking organization and curriculum development methods based on processes of supervision and collaboration. Several schools, within the scope of their autonomy, promptly embraced this challenge, implementing innovation plans. Thus, it is within the context of the implementation practice of each plan that the relevance arises to investigate what may compromise the change, namely, how leaders and teachers interpret and operationalize the measures, adopting (or not) collaborative stances. The aim of the study was to understand how leaders and teachers perceive the role of supervision and collaboration in implementing pedagogical innovation measures at their school, starting from the initial question: How do teachers and their respective leaders, from a school cluster X, develop and perceive the processes of supervision and collaboration, as support for the innovation they intend to implement? The study was conducted in a school cluster in the Lisbon metropolitan area and involved eight participants. In this single case study, of a descriptive and interpretative nature, framed within a qualitative paradigm, we used documentary analysis, semi-structured interviews, and focus groups as data collection techniques. The results revealed significant convergence among the participants, who recognize the importance of developing innovation processes within a framework of shared leadership and collaboration, which they implement through interaction, joint reflection, and practices of horizontal pedagogical supervision. They acknowledge these practices as contributing to continuous learning and improvement, although it was possible to glimpse that there are still some divergent understandings and resistance to supervision and collaboration practices.
Description
Keywords
Inovação Autonomia Flexibilidade curricular Supervisão pedagógica horizontal Colaboração docente Desenvolvimento profissional e organizacional Innovation Curricular autonomy and flexibility Horizontal pedagogical supervision Collaboration Professional and organizational development