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Publication
Um olhar sobre o professor bibliotecário: perceção de uma comunidade de docentes sobre as competências do professor bibliotecário
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| 2.1 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Esta dissertação investiga o nível de conhecimento que os docentes de uma comunidade educativa da zona norte de Portugal têm sobre as competências e funções atribuídas ao Professor Bibliotecário. A dissertação está organizada em duas partes principais. A primeira parte consiste numa revisão bibliográfica que explora o papel do Professor Bibliotecário, o funcionamento da Biblioteca Escolar e a importância da colaboração entre o PB e os docentes. A segunda parte apresenta o estudo empírico realizado, dividido em dois capítulos.
Utilizando a metodologia de estudo de caso e uma abordagem quantitativa, os dados foram recolhidos através de um questionário, elaborado e distribuído via Google Forms. Os resultados indicam que os docentes desta comunidade educativa reconhecem o Professor Bibliotecário como um profissional com múltiplas competências, valorizando especialmente as suas funções tradicionais, como a Promoção da Leitura e a Gestão e Organização da Biblioteca Escolar.
Contudo, os professores demonstram desconhecimento sobre os documentos orientadores que regulamentam a Biblioteca Escolar, apesar de estarem amplamente familiarizados com o Plano Nacional de Leitura. A dissertação conclui que, embora os docentes identifiquem várias funções do Professor Bibliotecário, ainda há lacunas no conhecimento sobre o perfil completo deste profissional. Para mitigar esta limitação, sugere-se que a formação académica dos futuros docentes inclua uma disciplina específica sobre a Biblioteca Escolar e o papel do Professor Bibliotecário. Esta abordagem formativa contribuiria para uma compreensão mais abrangente e integrada das funções do Professor Bibliotecário, promovendo práticas educativas mais colaborativas e informadas no contexto escolar.
This dissertation investigates the level of knowledge that teachers from an educational community in the northern region of Portugal have regarding the competencies and functions attributed to the Teacher Librarian. The dissertation is organized into two main parts. The first part consists of a literature review that explores the role of the Teacher Librarian, the functioning of the School Library, and the importance of collaboration between the TL and teachers. The second part presents the empirical study carried out, divided into two chapters. Using a case study methodology and a quantitative approach, data were collected through a questionnaire, designed and distributed via Google Forms. The results indicate that the teachers from this educational community recognize the Teacher Librarian as a professional with multiple competencies, especially valuing their traditional functions, such as the Promotion of Reading and the Management and Organization of the School Library. However, teachers demonstrate a lack of knowledge regarding the guiding documents that regulate the School Library, despite being widely familiar with the National Reading Plan. The dissertation concludes that, although teachers identify several functions of the Teacher Librarian, there are still gaps in understanding the complete profile of this professional. To address this limitation, it is suggested that the academic training of future teachers should include a specific subject on the School Library and the role of the Teacher Librarian. This formative approach would contribute to a more comprehensive and integrated understanding of Teacher Librarian’s functions, promoting more collaborative and informed educational practices within the school context.
This dissertation investigates the level of knowledge that teachers from an educational community in the northern region of Portugal have regarding the competencies and functions attributed to the Teacher Librarian. The dissertation is organized into two main parts. The first part consists of a literature review that explores the role of the Teacher Librarian, the functioning of the School Library, and the importance of collaboration between the TL and teachers. The second part presents the empirical study carried out, divided into two chapters. Using a case study methodology and a quantitative approach, data were collected through a questionnaire, designed and distributed via Google Forms. The results indicate that the teachers from this educational community recognize the Teacher Librarian as a professional with multiple competencies, especially valuing their traditional functions, such as the Promotion of Reading and the Management and Organization of the School Library. However, teachers demonstrate a lack of knowledge regarding the guiding documents that regulate the School Library, despite being widely familiar with the National Reading Plan. The dissertation concludes that, although teachers identify several functions of the Teacher Librarian, there are still gaps in understanding the complete profile of this professional. To address this limitation, it is suggested that the academic training of future teachers should include a specific subject on the School Library and the role of the Teacher Librarian. This formative approach would contribute to a more comprehensive and integrated understanding of Teacher Librarian’s functions, promoting more collaborative and informed educational practices within the school context.
Description
Tese de Mestrado em Gestão da Informação e Bibliotecas Escolares, apresentada à Universidade Aberta
Keywords
Biblioteca escolar Competências do professor bibliotecário Colaboração Professores Norte de Portugal School library Teacher librarian competences Collaboration Teachers North of Portugal