754 resultados para teachers professional development
Resumo:
Este trabalho de projeto tem como objetivo explorar as possibilidades existentes, no agrupamento vertical de escolas da cidade do Entroncamento, para a conceo de um plano de formao em contexto entre professores do 1. ciclo e docentes de cincias fsicas e naturais do 3. ciclo/secundrio, na rea do ensino experimental das cincias. Deste modo, a questo de partida foi: Que plano de formao contnua em contexto possvel promover, num agrupamento vertical de escolas, atravs de trabalho articulado entre professores do 1. ciclo e 3. ciclo/secundrio, potenciador de um ensino experimental das cincias? Esta investigao consiste num estudo de caso (Bogdan & Biklen, 2010), de natureza essencialmente qualitativa/interpretativa, baseado na anlise dos documentos orientadores do Agrupamento de Escolas Cidade do Entroncamento, em particular no que se refere articulao vertical dos diferentes nveis e ciclos de escolaridade. Recorreu-se, ainda, a outros instrumentos de recolha de dados, como o levantamento de recursos humanos e fsicos em escolas de nveis de ensino distintos, de modo a poder racionalizar e gerir eficientemente esses recursos, e tambm a um questionrio aos docentes da escola bsica selecionada, com o propsito de aferir as reais necessidades de formao para o ensino experimental das cincias dos professores do 1. ciclo. Este projeto evidenciou que possvel implementar um trabalho articulado interpares e interciclos, assente na partilha de saberes e de experincias educativas, sendo uma mais valia o investimento em prticas colaborativas, capazes de valorizar o ensino experimental das cincias. Por outro lado, salientou-se a necessidade de reforar a capacidade pedaggica dos estabelecimentos de ensino que integram o agrupamento de escolas em estudo e o aproveitamento racional dos seus recursos, para que se possa caminhar no sentido de uma formao contnua contextualizada, que contribua para o desenvolvimento profissional dos professores e consequentemente para uma melhoria dos nveis de literacia cientfica de todos.
Resumo:
Longe vo os tempos em que a formao inicial dos docentes era tida como suficiente para o desempenho da profisso. Hoje, a sociedade e o poder poltico requisitam aos professores maior abrangncia nas suas competncias profissionais, no sentido de estes serem capazes de responder adequadamente s exigncias que enfrentam. A tutela, por seu turno, responde com programas de apoio do tipo TEIP (Territrio Educativo de Interveno Prioritria) enorme variedade de alunos e contextos socioeconmicos. no seio desta realidade que se coloca a questo: como implementar prticas colaborativas, potenciadoras do desenvolvimento profissional dos professores do Departamento de Matemtica e Cincias Experimentais, numa escola TEIP? Fullan e Hargreaves (2001) defendem que s a existncia de um trabalho conjunto, a responsabilidade partilhada, o empenhamento e o aperfeioamento coletivos, a maior disponibilidade para participar na difcil atividade de reflexo crtica, acerca do trabalho realizado, e uma cultura colaborativa que podero conduzir a progressos significativos, na melhoria dos resultados e, consequentemente, no real desenvolvimento profissional docente. Contudo, quer a abertura das salas de aula ao exterior, quer a incluso de todos os alunos nas mesmas, representam ainda, e em geral, um desafio para muitos docentes. neste contexto que se apresenta um projeto de formao que tem, como campo de anlise, a formao de professores, centrada na escola e ancorada na colaborao e superviso interpares. A formao referida visa: desenvolver uma cultura de positividade e propositividade; criar, promover, analisar e partilhar experincias e inovaes realizadas em contexto; desenvolver experincias consequentes sob o ponto de vista do desenvolvimento profissional docente, ao nvel da sala de aula; refletir, em conjunto, sobre estratgias exequveis e indutoras da melhoria do comportamento e das aprendizagens dos discentes. Com estes propsitos, ancorar-se- a oficina de formao na criao de tarefas a serem experimentadas em contexto, na observao de aulas e na experincia dos intervenientes, baseada na reflexo sobre as prticas e focalizada nos problemas correntes. A expectativa sobre os resultados a obter com esta formao grande e alicera-se no trabalho emprico levado a cabo, tendo os principais resultados apontado, claramente, no sentido da necessidade e disponibilidade, por parte dos docentes, para participarem numa oficina de formao cujos objetivos fossem os citados.
Resumo:
Este trabalho de projeto desenvolve-se na procura de respostas para o problema - Como promover o desenvolvimento profissional dos professores, atravs da interveno do diretor? Este foi formulado pela investigadora, com base na reflexo sobre a sua experincia profissional na interao direta com um grupo especfico - os professores do Agrupamento do qual Diretora - que constituiu o caso deste estudo. A reviso da literatura constituiu a maior fonte de informao til para resposta s questes de investigao. Construram-se categorias de anlise que foram alinhadas com as prioridades estabelecidas pelos professores desse Agrupamento numa sesso de trabalho realizada, no mbito do projeto European Policy Network on School Leadership [EPNoSL], numa perspetiva de investigao-ao. As trs primeiras prioridades nortearam a definio das reas de atuao contempladas no plano de interveno: direo estratgica para o ensino e a aprendizagem; cultura de colaborao e aprendizagem; formao contextualizada. Este projeto espelha o papel central do Diretor na negociao de uma viso para o Agrupamento, com foco na aprendizagem, bem como no apoio construo de uma cultura de colaborao entre os docentes, facilitadora do seu desenvolvimento profissional contnuo e contextualizado, atravs de processos de reflexo sobre as suas prticas.
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Este trabalho de projeto consistiu num plano de interveno face a problemas experienciados sobre a crescente indisciplina na escola. A indisciplina , nesta altura, um fenmeno que se coloca e que compromete o processo de aprendizagem dos alunos. Tendo presente que a estruturao e o carcter dinmico da escola dependem habitualmente da forma como os seus agentes exercem as funes de liderana, considermos importante estudar a forma como estas interagem face aos casos de indisciplina dos alunos dentro e fora das aulas. Importa, portanto, averiguar que estratgias a direo da escola utiliza para prevenir, minimizar e/ou resolver os comportamentos de indisciplina e que contributo poder dar no mbito do seu papel, enquanto agente neste sistema complexo. Assim, apontmos como questo de partida procurar saber como que o diretor pode apoiar os professores face indisciplina. Para a concretizao do estudo adotou-se a metodologia de investigao-ao com o intuito de se delinear o plano de interveno, aplic-lo e avali-lo. Os dados recolhidos basearam-se nos relatrios produzidos pelo Gabinete de Apoio ao Aluno/Gesto de Conflitos, atas de Conselho de Turma, documentos orientadores do agrupamento. Assim, procurmos um referencial terico que nos elucidasse sobre as principais estratgias a utilizar, no sentido de ajudar a desenvolver nos professores competncias pessoais e profissionais que lhes permitisse dar resposta indisciplina.
Resumo:
A escola, at alguns anos atrs, era considerada como uma instituio baluarte de tica e de valores, que era necessrio preservar e difundir. Mas, a realidade escolar alterou bastante, acompanhando as transformaes sociais. Para se adaptarem s mudanas num mundo com dificuldade em situar-se relativamente tica e aos valores, os professores precisam de adquirir novas competncias e conhecimentos. O domnio da tica afigura-se, assim, crucial, para o desenvolvimento pessoal e profissional e para um mais eficaz desempenho da profisso docente. Os professores de Biologia enfrentam, em sala de aula, muitas questes ticas problemticas, pelos contedos programticos que lecionam e que os suscitam, como por exemplo, a clonagem, o aborto, a reproduo medicamente assistida, a manipulao gentica. Tendo em conta esta realidade, e atendendo a que os professores intervenientes neste projeto no tiveram formao na rea da tica, este trabalho de projeto tem como objetivo responder seguinte questo: como se poder desenvolver a dimenso tica da ao docente dos professores de Biologia atravs da formao? O projeto ser desenvolvido mediante a concretizao de um curso de formao que pretende levar reflexo e ao desenvolvimento de atitudes mais estruturantes e positivas face a situaes ticas problemticas e valorizao da dimenso tica da ao docente destes profissionais. A ao de formao a desenvolver, constar de um conjunto de atividades: brainstorming, anlise e reflexo de textos sobre concees de tica, valores e questes ticas problemticas, palestras, powerpoint, filme, textos com opinies de vrios cientistas acerca destas temticas. A ao docente, para alm de proporcionar aos alunos conhecimentos, deve ser tambm direcionada para o desenvolvimento de atitudes tico-morais, essenciais na formao integral dos discentes. Skillen (1997) sublinha que fundamental que o professor adote uma prtica docente que implique os alunos em atividades de cariz moral que visem a prtica de valores.
Resumo:
Face ineficcia das mudanas planificadas externamente, a investigao recente evidencia a relevncia da cultura organizacional de escola na qualidade dos processos educativos e dos resultados escolares, bem como a importncia decisiva do papel liderana na melhoria da escola. A partir da questo Como podem os lderes promover a melhoria na organizao escolar?, a investigadora caracteriza a escola como organizao, analisa a importncia da cultura organizacional na melhoria, afere o papel da liderana na melhoria da organizao escolar e apresenta formas de atuao que conduzam melhoria escolar. O enquadramento terico debrua-se sobre os conceitos de organizao escolar, liderana e melhoria. Neste trabalho de projeto, procedeu-se recolha e tratamento de dados a partir da leitura e anlise dos relatrios de avaliao externa e de autoavaliao de um agrupamento de escolas, seguindo a metodologia de investigao qualitativa. Face ao diagnstico realizado, foram definidas trs reas de melhoria: o sucesso educativo, o desenvolvimento profissional de docentes e outros agentes educativos e a consolidao da identidade do agrupamento e colaborao com a comunidade. Como plano de resoluo apresentado um plano de melhoria, em que constam os objetivos estratgicos e as aes/dinmicas a implementar no agrupamento que a investigadora dirige.
Resumo:
A poca atual exige que a escola se reformule e se adapte s exigncias locais, nacionais e mundiais com as quais se confronta. O professor, ator principal das mudanas requeridas, v aumentar significativamente as suas funes, necessitando de uma formao que corresponda s suas necessidades e que ter de efetivar ao longo de toda a sua vida profissional. Contudo, a formao proposta pelos centros de formao nem sempre se afigura a mais adequada. Para mudar, a escola precisa de lideranas fortes que apostem numa formao que v ao encontro das necessidades sentidas e tente dar respostas eficazes. Tendo por base estes pressupostos, o presente projeto pretende investigar, no contexto particular de uma determinada escola, o modo como a(s) lideranas promovem uma dinmica de escola aprendente e dinamizam formaes que correspondam s necessidades sentidas. Este estudo permite-nos concluir que a(s) liderana(s) um dos fatores que influencia fortemente o plano de formao, muito embora no seja o nico. O entendimento que a(s) lideranas tm da formao, do desenvolvimento profissional e do futuro da escola, condiciona fortemente a dinmica de escola que aprende. Decorrente da viso sobre a formao na escola alvo deste estudo, construiu-se um plano de ao de formao que assenta na criao de uma equipa de formao, team-teaching, centrada na escola, trabalhando colaborativamente, para dar incio ao que poder ser a soluo para o problema identificado: uma formao que responda efetivamente e eficazmente s necessidades de formao dos professores da escola para fazer face s exigncias da escola atual. Assim, partindo do team-teaching no departamento de lnguas, tentar-se- alargar a experincia e criar as bases para uma formao que promova a dinmica de escola aprendente.
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iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the Individual Learner Profile records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.
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The Expert Teacher of English is for all passionate teachers both novice and expert - who aspire to become outstanding professionals. It considers what we mean by expert and expertise, explores concepts that are vital to understanding what expertise in teaching is for, and discusses the characteristics of excellent teaching. As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the highly accomplished teacher in the US. Drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.
Resumo:
iLearn is a quasi-Web 2.0 tool developed in Blackboard to help users with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the users, who are training to be professionals in construction management and surveying, The e-Portfolio tool benefits users as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Users find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables learners to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the tasks and how they make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the Individual Learner Profile records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, learners become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for them to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the users feedback, for those who engage regularly in iLearn, they are better able to set agendas for their supervision meetings and provide their supervisor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their learning experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares them for the workplace including continuing professional development. Users are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for them to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.
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This article discusses inductee music service teachers (to 25 years of age). It explores how their lives, as perceived, shape current identities in teaching and result in several career problems. Respondents were drawn from a comprehensive life history study of 28 Local Education Authority employees. Of this larger cohort, four were age 25 years and below, and the remaining 24 teachers made retrospective comments. Data were collected and analysed between October 2002 and March 2004. Principal findings suggest that schooling failed to address these educators' needs as musical learners; key childhood experiences were external of schools. This often resulted in an idealistic trajectory, in teenage years, towards an occupation as a performer. An occupation in music education was entirely disregarded. Consequently, inductees now consider training experiences an inappropriate platform for their professional lives. Managing group teaching and children's behaviour engenders considerable anxiety. Music service work is also deemed a transient state of affairs. There are implications for training, retention and professional development.
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In its recent report on the Graduate Teacher Programme (GTP), an employment-based route to Qualified Teacher Status (QTS) in England, the Government's Office for Standards in Education found that, although almost all trainees meet the standards required to qualify, too often they do so at an adequate level, rather than achieving the high levels of which they should be capable. The underlying reason for this is the quality of mentoring provided in the schools. The inspectors concluded that schoolbased trainers are often not adequately prepared for their role in implementing wide-ranging training programmes for trainee teachers. Despite this generally bleak picture, Ofsted concluded that 'the minority of cases of good practice in the training programmes and of high quality teaching by trainees indicate that the GTP can be an effective alternative route for training teachers'. This article considers the strengths and weaknesses of the Graduate Teacher Programme, introduced in January 1998, and also reports on a small-scale project, funded by the Teacher Training Agency (TTA), the key objective of which was to strengthen the existing partnerships by improving the quality of school-based tutor training and continuous professional development of staff.
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This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and reinvention of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new ideas is also explored. We conclude that the selective uptake of this innovation is under way and likely to be sustained against a background of continued curriculum reform in China.
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In line with a growing interest in teacher research engagement in second language education, this article is an attempt to shed light on teachers views on the relationship between teaching and practice. The data comprise semi-structured interviews with 20 teachers in England, examining their views about the divide between research and practice in their field, the reasons for the persistence of the divide between the two and their suggestions on how to bridge it. Wengers (1998) Community of Practice (CoP) is used as a conceptual framework to analyse and interpret the data. The analysis indicates that teacher experience, learning and ownership of knowledge emerging from participation in their CoP are key players in teachers professional practice and in the development of teacher identity. The participants construe the divide in the light of the differences they perceive between teaching and research as two different CoPs, and attribute the divide to the limited mutual engagement, absence of a joint enterprise and lack of a shared repertoire between them. Boundary encounters, institutionalised brokering and a more research-oriented teacher education provision are some of the suggestions for bringing the two communities together.
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Schools in England have recently undergone a shift in their pupil demographic which in part reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007. There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with minority ethnic populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country (Vertovec, 2007). This article explores the responses of English primary school teachers to Polish children arriving since 2006 in a county in the South of England. Using Bourdieus logic of practice, interview data are analysed in order to examine attitudes towards Polish children and their families. Discussion centres on how teachers professional habitus may unconsciously govern their reception of children from Poland, and of how the teacher-friendly behaviour of Polish children and families may support a generalised construction of the Polish model learner.
