Contexts and oportunities of professional development: a study with brazilian and portuguese teachers

• Grant number: 16/11490-7
• Support Opportunities: Scholarships abroad - Research
• Start date: March 01, 2017
• End date: June 30, 2017
• Field of knowledge: Humanities - Education
• Principal Investigator: Vânia Galindo Massabni
• Grantee: Vânia Galindo Massabni
• Host Investigator: Maria Assuncao Flores
• Host Institution: Escola Superior de Agricultura Luiz de Queiroz (ESALQ). Universidade de São Paulo (USP). Piracicaba , SP, Brazil
• Institution abroad: Universidade do Minho (UMinho), Portugal

Abstract

The professional development of teachers refers to learn how to teach and, through it, to the transformation of everyday pedagogical practice with a focus on student growth. If at least in part depend on teachers changes in a problematic educational context, how do they collaborate to improve teaching practice in schools? Initial and continuing teacher training courses have had difficulties in contributing to this attempt, in addition to that teachers face an international context that affects the socio-professional configuration of profession, aggravated by educational policies of accountability for school results. In Brazil, there is still little data about professional development opportunities and, in countries that develop specific programs, studies refer to situating the reflection about their practice itself as part of the profession and the valuation of constructive and collaborative environments. The objectives of this qualitative postdoctoral research at the University of Minho are: 1) to identify, from the perspective of Brazilian and Portuguese teachers, the opportunities for development through support and constraints experienced in their professional career; 2) to evaluate the context in the two countries regarding the broader changes that affect their professionalism, especially the policies of accountability and 3) to establish parameters for the planning of professional development opportunities by analyzing moments of rupture and change of teachers in a proposed course for professional development. Methodologically, teachers' narratives will be collected, 4 focal groups will be recorded and will be recorded in a researcher's reflective diary. The recurring ideas in the material will constitute focus of analysis and comparing parameters that evidence to have been an opportunity for professional development for those involved.