Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/1383
Title: Collaborative work in Angola educational context
Authors: Abelha, Marta
Machado, Eusébio André
Costa-Lobo, Cristina
Keywords: Dynamics of teaching work
Teacher collaboration
Reconfiguration of the teaching work
Issue Date: Mar-2015
Publisher: SYLWAN journal
Citation: Abelha, M., Machado, E.A., & Costa-Lobo, C. (2015). Collaborative work in Angola educational context. SYLWAN journal, 159(3). Disponível no Repositório UPT, http://repositorio.uportu.pt/11328/1383.
Abstract: Practices of teacher collaboration are considered a key element for the teacher's professional development, translating to a teacher's work more effective and, made abundantly clear in the improvement of the teaching and learning processes (Sawyer & Rimm- Kaufman, 2007). However, several studies show that the work of the teacher is, in most cases, individual and solitary (Tardif & Lessard, 2005). In this sense, it is intended with this paper present the results of a first moment of research carried out in Angolan context, whose main purposes were understand that potential and constraints teachers Angolans recognize the collaborative work teacher. In this way, with the purpose of producing sustained knowledge on this issue of research outlined the following objectives of research, namely: (i) ascertain that work dynamics are privileged by participating teachers; (ii) understand conceções of teachers on the concept of collaborative work professor and (iii) identify the potential and constraints that teachers Angolans associate the development of practices of teacher collaboration. This exploratory study took a methodology predominantly quantitative, referring the results to maneuvering because of more than one hundred questionnaires completed by teachers in school years 2011/2012 and 2012/2013. Results of this research suggest, in educational context Angola, the prevalence of a teaching culture highly individualised and solitary, dirty restricts the teacher's professional development and, consequently, the quality of teaching and learning processes. We are striving, in the final analysis, launch exploring on the possible mechanisms that may contribute to the development of higher rates of collaborative work teacher.
URI: http://repositorio.uportu.pt/11328/1383
ISSN: 0039-7660
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals



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