Os professores, o trabalho e a formação

  • Maria Gualdina Martins da Silva (Student)

Student thesis: Master's Thesis


This dissertation focused on the theme "Teachers, Work and Training" withinthe Master of Science in Education: School Organization and Administration atUniversidade Católica Portuguesa (UCP).This dissertation is the result of aninvestigation carried out at a TEIP school (Educational Territories of PriorityIntervention) .Its aim is to analyse e the training done by teachers, how and by whomthis training is organised and how it articulates with the teaching, specifically teachingactivities, owing to its specificity.Another important aspect was undoubtedly to verify which are the effects oftraining on teachers' professional development are and the impact that causes on thelevel of thought and practice in their everyday teaching activities.The results were obtained using a research mixed paradigm: a qualitative oneusing documentary analysis of key documents structuring the school (EducationalProjects and Training Plans including Plan of Action TEIP) and interviews to thePrincipal of the school, the training coordinator, seven teachers, three as trainerteachers and four as trainee teachers; quantitative surveys using questionnaires toeighty-nine teachers selected based on eliminating requirements, given the time ofservice at that school and the professional status although only fifty-three wereinvolved.Ongoing training is an asset for teachers, for updating knowledge anddevelopment of skills not only in the specific areas, but also in the transversal onesbecause today teachers have to be fully equipped with a range of tools to meet a stage ofdifferentiated and heterogeneous actors.In-service training by providing enrichment and a better professionalperformance will also allow all students to achieve a set of learning enriching theircurriculum as well as the organization of social responses in the field of family support.The first part of the investigation, comprising two sections, presents a review ofliterature, where they explore various relevant concepts to reach a better understandingof the professional development process, in general and, in particular, the conception,implementation, organization and evaluation of the training. The second part alsoconsisting of two chapters, presents the choice of research methodologies and instrumentation, as well as the description of the research procedures. Finally, we present results showing that teachers are generally interested indoing training, even if it is not given or taught by external trainers from traininginstitutions, but with the school teachers who, despite not having enough time to perform, share with their colleagues their knowledge, their perceptions and ideas thatcan assist in their teaching outside their working hours and unpaid, ie, without anyremuneration reward.
Date of Award2012
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
Supervisor António Manuel Sousa Fernandes (Supervisor)


  • Teachers
  • Continuing training
  • Personal development


  • Mestrado em Ciências da Educação

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