Assessorar o (in)sucesso

: estudo de caso

Abstract

Traditionally, teachers used to work by themselves in “their” classrooms, where the reflection for the action among pairs was (frequently) exiguous. The differentiated pedagogical teaching is assumed to improve the student’s learning, by considering them as main actors in their own intellectual development and it requires, most of the times, the co-operative and concerted work between the teachers – titular and assessor. A construction exercise and that it demands a reflective and pledged process of formation-action. This work presents the results of a study concerning “Assessoria Pedagógica” (Pedagogical Differentiated Classroom Management), implemented in the last five years in a “Agrupamento de Escolas” (School Group) listed in the program “Territórios Educativos de Intervenção Prioritária” (Priority Intervention Education Territories), basically in the Portuguese and Mathematics subjects and it counts with the participation of 12 teachers. To investigate regarding the way of teachers collaborate and to evidence eventual impeditive fragilities of the improvement of the academic results are our main goals. During the exposition, it will be discussed the implications to the teacher’s professional development and the involved students’ learning. It will be confirmed through a method of research of a plural character – study case, with the resource of several data collection techniques – document analysis, questionnaire, observation and cooperative discussion. The results allow to perceive improvement positive signals of the practices in this kind of concerted work among teachers that aim to resolve the education failure through a differentiated interference by the students with learning difficulties.

Date of Award	21 Apr 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)