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O trabalho colaborativo docente: estudo de caso realizado numa escola de Timor-Leste – CAFE
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Advisor(s)
Abstract(s)
Nesta sociedade em constante transformação e mutação, na qual novos
paradigmas, teorias, práticas e metodologias emergem, surge a necessidade de
refletir sobre o trabalho que se tem desenvolvido a nível das práticas educativas e
de que forma este traz implicações para o desenvolvimento profissional docente.
Num período em que a reflexão sobre o trabalho colaborativo se apresenta como
um eixo central em todo o processo de ensino e aprendizagem, surgiu-nos a
necessidade de compreender como este se desenvolve no contexto profissional de
um grupo de docentes de uma escola CAFE em Timor-Leste e de que forma afeta
o desenvolvimento docente num contexto diferenciado do português. A pertinência
deste estudo prende-se com o facto de esta escola fazer parte de um projeto de
cooperação bilateral entre os ministérios da educação português e timorense, não
existindo qualquer estudo deste tipo neste contexto.
Esta investigação pretende caracterizar como se encontra organizada a prática do
trabalho colaborativo dos docentes que integram uma escola do Projeto Centros de
Aprendizagem e Formação Escolar. Pretende-se, ainda, caracterizar como se
encontra organizada a prática do trabalho colaborativo, identificar quais os
indicadores que favorecem ou impedem a prática colaborativa, identificar os
benefícios do trabalho colaborativo na melhoria da prática docente, identificar as
diversas práticas colaborativas desenvolvidas pelos docentes e conhecer a
conceção destes perante as práticas de colaboração. Ambiciona-se ainda contribuir
para a melhoria das práticas de trabalho e para o desenvolvimento profissional
docente na escola CAFE.
O trabalho de investigação pensado enquadra-se no tema da Supervisão e
Desenvolvimento Profissional, na modalidade de dissertação. Tem por base a
modalidade da investigação qualitativa, de natureza interpretativa, com opção de
um estudo de caso.
In this society of constant transformation and mutation, where new paradigms, theories, practices and methodologies emerge, there is a need to reflect on the work that has been developed in educational practices and how it impacts the professional development of teachers. In a time when reflection on collaborative work is central to the entire teaching and learning process, there arose a need to understand how it unfolds in the professional context of a group of teachers in a CAFE school in Timor-Leste and how it affects teacher development in a context different from the Portuguese one. The relevance of this study lies in the fact that this school is part of a bilateral cooperation project between the Portuguese and Timorese education ministries, with no existing studies of this kind in this context. This research aims to characterize how teachers ´collaborative work is organized in a school belonging to the “Projecto Centros de Aprendizagem” (Learning and School Training Centers Project). It also aims to identify the indicators that favor or hinder collaborative practice, identify the benefits of collaborative work in improving teaching practices, identify the various collaborative practices developed by teachers, and understand their conception of collaborative practices. The goal is also to contribute to improving work practices and professional development in the CAFE school. The planned research work falls under the theme of Supervision and Professional Development, in the form of a dissertation. It is based on qualitative interpretative research, with the option of a case study.
In this society of constant transformation and mutation, where new paradigms, theories, practices and methodologies emerge, there is a need to reflect on the work that has been developed in educational practices and how it impacts the professional development of teachers. In a time when reflection on collaborative work is central to the entire teaching and learning process, there arose a need to understand how it unfolds in the professional context of a group of teachers in a CAFE school in Timor-Leste and how it affects teacher development in a context different from the Portuguese one. The relevance of this study lies in the fact that this school is part of a bilateral cooperation project between the Portuguese and Timorese education ministries, with no existing studies of this kind in this context. This research aims to characterize how teachers ´collaborative work is organized in a school belonging to the “Projecto Centros de Aprendizagem” (Learning and School Training Centers Project). It also aims to identify the indicators that favor or hinder collaborative practice, identify the benefits of collaborative work in improving teaching practices, identify the various collaborative practices developed by teachers, and understand their conception of collaborative practices. The goal is also to contribute to improving work practices and professional development in the CAFE school. The planned research work falls under the theme of Supervision and Professional Development, in the form of a dissertation. It is based on qualitative interpretative research, with the option of a case study.
Description
Keywords
Trabalho colaborativo Supervisão colaborativa Desenvolvimento profissional Timor-Leste Collaborative work Collaborative supervision Professional development
Citation
Santos, Sónia Maria Esteves dos - O trabalho colaborativo docente [Em linha]: estudo de caso realizado numa escola de Timor-Leste – CAFE. [S.l.]: [s.n.], 2023. 176 p.