| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.44 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Introdução: Com esta investigação pretendemos estudar as perceções que os terapeutas da fala têm relativamente às práticas de trabalho colaborativo com os professores, em contexto escolar, nomeadamente em sala de aula. Estabelecemos como objetivos: (1) caracterizar e compreender as dinâmicas de trabalho estabelecidas por estes profissionais no que diz respeito ao desenvolvimento profissional e à gestão do ensino; (2) verificar a influência de diversos fatores (formação, flexibilidade de mudança, gestão escolar) na participação dos terapeutas da fala em dinâmicas de trabalho colaborativo; (3) avaliar a auto- e hétero-perceção das funções do terapeuta da fala em contexto escolar; e (4) avaliar a perceção quanto ao grau de participação dos terapeutas da fala nas dinâmicas em sala de aula.
Metodologia: Para atingir os objetivos supramencionados, recorreu-se a uma metodologia de investigação de caráter quantitativo. O instrumento de recolha de dados utilizado foi o inquérito por questionário, respondido por 46 terapeutas da fala.
Conclusões: Os resultados indicam que existem limitações relacionadas com o trabalho colaborativo no que concerne ao papel da escola como estrutura agregadora e ao papel dos terapeutas da fala em sala de aula, mas que os profissionais são participativos quando existem medidas colaborativas e têm consciência da importância destas. Desta investigação conclui-se que o trabalho colaborativo entre professores e terapeutas da fala em contexto educativo é percebido como vantajoso e não prejudica a atuação individual.
Introdution: With this research we intend to study the perceptions that speech language pathologists have regarding the practices of collaborative work with teachers, in the school context, namely in the classroom. Our objectives are: (1) to characterize and understand the work dynamics established by these professionals regarding professional development and teaching management; (2) to verify the influence of several factors (training, flexibility of change, school management) on the participation of speech language pathologists in collaborative work dynamics; (3) to assess the self- and hetero-perception of speech language pathologists functions in the school context; and (4) evaluate the perception of speech language pathologists degree of participation in classroom dynamics Method: In order to achieve the above objectives, a quantitative research methodology was used. The data collection instrument used was the questionnaire survey, answered by 46 speech language pathologists. Conclusion: The results indicate that there are limitations related to collaborative work regarding the role of the school as an aggregating structure and the role of speech language pathologist in the classroom, but that professionals are participative when there are collaborative measures and are aware of their importance. From this investigation it is concluded that the collaborative work between teachers and speech language pathologist in educational context is perceived as advantageous and does not affect individual performance.
Introdution: With this research we intend to study the perceptions that speech language pathologists have regarding the practices of collaborative work with teachers, in the school context, namely in the classroom. Our objectives are: (1) to characterize and understand the work dynamics established by these professionals regarding professional development and teaching management; (2) to verify the influence of several factors (training, flexibility of change, school management) on the participation of speech language pathologists in collaborative work dynamics; (3) to assess the self- and hetero-perception of speech language pathologists functions in the school context; and (4) evaluate the perception of speech language pathologists degree of participation in classroom dynamics Method: In order to achieve the above objectives, a quantitative research methodology was used. The data collection instrument used was the questionnaire survey, answered by 46 speech language pathologists. Conclusion: The results indicate that there are limitations related to collaborative work regarding the role of the school as an aggregating structure and the role of speech language pathologist in the classroom, but that professionals are participative when there are collaborative measures and are aware of their importance. From this investigation it is concluded that the collaborative work between teachers and speech language pathologist in educational context is perceived as advantageous and does not affect individual performance.
Description
Keywords
Trabalho colaborativo Inclusão Terapeutas da fala Sala de aula Collaborative work Inclusion Speech language pathologist Classroom
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação