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Abstract(s)
O presente estudo resulta de um estudo de caso, de natureza qualitativa e quantitativa levado a cabo num agrupamento de escolas na região Norte de Portugal Continental com o objetivo de aferir a operacionalização do trabalho dos diretores de turma e em que medida na ótica da comunidade escolar este poderá contribuir para a melhoria da qualidade educativa. O diretor de turma é uma figura de extrema importância na escola desde há várias décadas até aos dias de hoje, abarcando um leque bastante diverso de funções, de ordem pedagógica, administrativa e disciplinar. Participaram no estudo, os alunos do 2º, 3ºciclo e ensino secundário e encarregados de educação. Houve lugar ainda à participação de professores e diretores de turma desses mesmos níveis, respondendo todos a inquéritos por questionário. Foram também realizadas entrevistas semiestruturadas aos coordenadores de diretores de turma dos níveis de ensino supracitados. Os resultados do estudo apontam para a necessidade de valorizar o diretor de turma e de repensar a atribuição deste cargo a professores que apresentem uma índole mais alinhada com a função de gestor de equipas educativas. Para isso será necessário clarificar o verdadeiro perfil, e fomentar a formação específica para o desempenho do cargo.
This study is the result of a case study, of a qualitative and quantitative nature, carried out in a grouping of schools in the North region of mainland Portugal with the objective of assessing the operationalization of the work of class directors and to what extent from the perspective of the school community this could contribute to the improvement of the education quality. The class director is an extremely important figure in the school for several decades to the present day, covering a very diverse range of functions, of a pedagogical, administrative, and disciplinary nature. Participated in the study, students of the 2nd, 3rd cycle and secondary education and guardians. There was also room for the participation of teachers and class directors of the same levels, all of whom responded to questionnaire surveys. Semi-structured interviews were also carried out with coordinators of class directors of the above-mentioned levels of education. The results of the study point to the need to value the class director, and to rethink the assignment of this position to teachers who are more in line with the role of manager of educational teams. For this, it will be necessary to clarify the true profile, and to encourage specific training for the performance of the position.
This study is the result of a case study, of a qualitative and quantitative nature, carried out in a grouping of schools in the North region of mainland Portugal with the objective of assessing the operationalization of the work of class directors and to what extent from the perspective of the school community this could contribute to the improvement of the education quality. The class director is an extremely important figure in the school for several decades to the present day, covering a very diverse range of functions, of a pedagogical, administrative, and disciplinary nature. Participated in the study, students of the 2nd, 3rd cycle and secondary education and guardians. There was also room for the participation of teachers and class directors of the same levels, all of whom responded to questionnaire surveys. Semi-structured interviews were also carried out with coordinators of class directors of the above-mentioned levels of education. The results of the study point to the need to value the class director, and to rethink the assignment of this position to teachers who are more in line with the role of manager of educational teams. For this, it will be necessary to clarify the true profile, and to encourage specific training for the performance of the position.
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Keywords
Diretor de turma Gestão de equipas educativas Lideranças intermédias Coordenação pedagógica Class director Management of educational teams Intermediate leadership Pedagogical coordination
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação