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A compreensão das lideranças no desenvolvimento profissional dos professores

2021Journal article Open access
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datacite.subject.sdg04:Educação de Qualidadept_PT
dc.contributor.authorOliveira, Conceição de
dc.contributor.authorOliveira, Isolina
dc.date.accessioned2022-10-24T09:22:35Z
dc.date.available2022-10-24T09:22:35Z
dc.date.issued2021
dc.description.abstractIn 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.pt_PT
dc.description.abstractIn 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 reconstructionpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationOliveira, 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.2021.10468pt_PT
dc.identifier.doihttps://doi.org/10.34632/investigacaoeducacional.2021.10468pt_PT
dc.identifier.eissn2182-4614
dc.identifier.issn1645-4006
dc.identifier.urihttp://hdl.handle.net/10400.2/12390
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.publisherRevista Portuguesa de Investigação Educacionalpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectColaboraçãopt_PT
dc.subjectDesenvolvimento profissionalpt_PT
dc.subjectLiderançaspt_PT
dc.subjectSupervisãopt_PT
dc.subjectCollaborationpt_PT
dc.subjectLeadershippt_PT
dc.subjectProfessional developmentpt_PT
dc.subjectSupervisionpt_PT
dc.titleA compreensão das lideranças no desenvolvimento profissional dos professorespt_PT
dc.title.alternativeUnderstanding leaderships’ role in teachers’ professional developmentpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage18pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleRevista Portuguesa de Investigação Educacionalpt_PT
oaire.citation.volume22pt_PT
person.familyNamede Oliveira
person.familyNameOliveira
person.givenNameConceição
person.givenNameIsolina
person.identifier.ciencia-id8D1A-DA51-38BA
person.identifier.orcid0000-0003-2867-2514
person.identifier.orcid0000-0002-7214-3655
person.identifier.scopus-author-id8296254000
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicatione742d4b5-4b20-48e7-963a-f3974cdd74e5
relation.isAuthorOfPublicationa7b4bd56-c6a6-4232-bb28-5f7255b4941c
relation.isAuthorOfPublication.latestForDiscoverye742d4b5-4b20-48e7-963a-f3974cdd74e5

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