Coadjuvação em sala de aula

: melhoria do trabalho colaborativo dos professores?

Abstract

This study intends to know what teachers think and how they understand the integrated performance of two teachers in situation of coadjuvation within the classroom, to understand how its continuous practice fosters the teaching professional development and fosters teamwork.
This is an investigation whose nature is qualitative, which resources are the half structured interview, the observation and registry in logbook and the documental analysis to the data collection and proceeds to the content analysis through the categorization of mixed content, combining a system of previous categories but opening the door to other inductive categories.
The study allowed us to understand a change in the way teachers perceive today’s school and the way of being in the classroom and register some of the technical and organizational difficulties, pinpointing the idea that change requires modifications in all the structures of the “Agrupamento” and that the collaborative, reflective and self-training dimension may be the mainstay to an effective teamwork benefitting the students and upholding learnings.

Date of Award	29 May 2017
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joaquim Machado (Supervisor)