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A compreensão das lideranças no desenvolvimento profissional dos professores
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Advisor(s)
Abstract(s)
In an increasingly connected and interdependent society, collaborative
culture emerges as an effective and efficient answer to overcome the
complexities that teachers face daily. In turn, the teaching activity requires a
continuous reflection on practice, involving the teacher in a constant search
for professional development, as a reflective researcher. Now, the action
of teaching, understood as a craft and an art that materializes in practices,
requires grounding (specific knowledge and skills), theoretical-practical
reflection, aimed at improving the teaching and learning of students. For
this purpose, the school must be thought of as a learning organization that
expands and innovates with the development of professionals who work in
it, which requires a new mode of operation from the leaders, the creation
of favorable conditions for the continuous questioning of practices and a
culture that values permanent learning and improvement. The study carried
out in a group of schools in the Greater Lisbon area had, among others,
the following objectives: i) to identify the perceptions of leaders about
supervision and collaboration; and iii) understand the role of leaders in the
professional development of teachers. From a methodological point of view,
the investigation assumes the design of a case study, with a mixed approach,
based on eight individual interviews with top leaders and twenty-one
questionnaire surveys, applied to class directors. The results show different
understandings about the concept of collaboration and the role of leaders in
the professional development of teachers, perceived as an unfinished process
and under permanent reconstruction.
In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction
In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practices, requires grounding (specific knowledge and skills), theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: i) to identify the perceptions of leaders about supervision and collaboration; and iii) understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings about the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction
Description
Keywords
Colaboração Desenvolvimento profissional Lideranças Supervisão Collaboration Leadership Professional development Supervision
Pedagogical Context
Citation
Oliveira, C. & Oliveira, I. (2021). A compreensão das lideranças no desenvolvimento profissional dos professores - Understanding leaderships’ role in teachers’ professional development. Revista Portuguesa de Investigação Educacional, 22, pp. 1-18. https://doi.org/10.34632/investigacaoeducacional.2021.10468
Publisher
Revista Portuguesa de Investigação Educacional