Suchergebnisse

It is known that the professional development of the teacher includes learning opportunities that are facilitated throughout their careers and in different contexts - both formal and informal. In other words, the diversity of significant and enriching experiences that teachers encounter are favourable for the development of teachers and, consequently, of the quality of their teaching.Our proposed communication is part of a research, whose main objective to understand the impact of recent Portuguese legislation on the (re)construction of professional identity and the teaching career in the context of lifelong learning. The intended learning activities that are developed throughout life in order to acquire, develop or improve professional knowledge and skills lead the strategic plans of European governments, which are eager to achieve significant changes in the educational area. In Portugal, we question whether these political intentions have brought the desired effect(s)? To answer this question we will focus on the results from a questionnaire, which was given to 396 primary teachers and its statistical analysis, as well as on the analysis of the content of oral and written narratives and of three discussion groups formed for this purpose. The professional voices reported by the participating teachers in this study indicate results, which reveal professional discontent that has negative effects on the contexts of the educational dynamics, thus undermining up the purposes of Portuguese politics. DOI:10.5901/jesr.2013.v3n7p143

The processes of transformation that contemporary societies are now going through have contributed to the reconfiguration of and stress in the different realities of work and of the professions. In Portugal, during the last few decades it has been proved to be true that the different constitutional governments tended to legislate for reforms concerning the structure of the central administration. In the educational field, these political measures were expressed in countless decrees and standards, which have had repercussions on the lives of schools and teachers. New regimes were proposed like professional reclassification and reconversion (2008) and, more recently, the loss of teaching posts by mutual consent and the requalification of the workers, who were surplus in public services and bodies (2013). An investigation will be carried out in which the principal objective is the understanding of what teachers think about the impact of these policies on their work and on the (re)construction of their professional identity, thus permitting a wider understanding of what it is to be a teacher today. The investigation is of a qualitative nature with recourse to biographical narratives and documental research. This article will focus on a revision of the literature concerning the theme, while emphasizing that the quality of work undertaken by these professionals has a strong relationship with the significance that they attribute to themselves. Thus, in the case of the teachers, the meaning assigned to their work has an impact on their own teaching work and their professional ...

This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: ' Do the education policies of the government encourage teacher development? ' , ' Will opportunities for teacher development be created in schools? ' , ' Will the goal of improving the quality of teaching be achieved in education contexts sustained by teaching mal- aise ? ' This paper seeks to explain the perceptions of elementary school teachers recounted in written and oral biographical narratives and in three discussion groups set up for the purpose. The professional experiences recounted by the teachers suggest outcomes different from those foreseen by educational policy-makers, thus emphasising the weaknesses and inapplicability of the core objectives established by recent Portuguese ...

This paper is part of ongoing research undertaken for a PhD thesis in Education Sciences, specialty of Curriculum Development. The objective is to understand the impact of recent legislation – Teaching Career Statute (TCS) and its respective Evaluation of Teacher Performance (ETP) – with particular emphasis on the (re)construction of the identity, career and professional development of teachers. In this context we were able to formulate these research questions: do the government"s education policies encourage teacher development? Will opportunities for teacher development be created in schools? Will the goal of improving the quality of teaching be achieved in education contexts sustained by teaching malaise? In this paper we shall explain the perceptions of elementary school teachers recounted in written and oral biographical narratives and in three discussion groups set up for the purpose. In addition we present some of the results yielded by responses to a questionnaire sent out to 396 elementary school teachers and their statistical analysis using the chi-square test and t-test. The professional experiences recounted by the teachers suggest outcomes different from those foreseen by Portugal"s policymakers, emphasising the weaknesses and inapplicability of the core objectives established in the legislation on the Portuguese ...

The work and collaborative learning of teachers are recognized, as fundamental factors in the professional development of teachers and in the quality of educational organizations. This text presents some results of a case study carried out in a Group of Schools in the north of Portugal staffed by 134 teachers of various educational levels by means of a qualitative and quantitative methodology. The objectives of the investigation focused on understanding the way that the teachers described their learning opportunities, recognized the facilitating and inhibiting elements of collaborative professional learning in the workplace and analyzed the way how the teachers perceived their professional learning in the work place. Information was collected by recourse to an enquiry using a questionnaire and semi-structured interviews. Fundamentally we focused on results of a qualitative nature with particular attention to information resulting from the interviews and also from the questionnaires. The results showed the recognition on the part of the teachers of the ways and contexts of collaborative work and learning and their importance in their professional daily life and quality of work. They also reflected that, although the teachers recognized these contexts in their current professional experience, they did not associate these experiences directly to communities of practice. ; COMPETE: POCI-01-0145-FEDER-007560 and FCT [Fundação para a Ciência e Tecnologia] (The Portuguese Government Fund for Science and Technology) within the Project Scope: ...