Conformar Comunidades como Oportunidad de aprendizaje Professional Docente
estudio de casos en Uruguay y Chile
DOI:
https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p59-73Palavras-chave:
professores do ensino superior; cultura didático-pedagógica; formação de professoresResumo
São apresentados os resultados do estudo: "Redes e inclusão digital: Incidentes e caracterizações para a formação de comunidades que promovem a aprendizagem profunda em Centros Públicos de Formação de Professores do Uruguai e Chile" (projeto competitivo da Agência Nacional de Pesquisa e Inovação e da Fundação Ceibal). O objetivo foi conhecer como as comunidades e a colaboração emergente são vistas como uma forma de aprendizagem profissional entre professores de formação inicial de professores, em centros do Uruguai e do Chile. Foi organizado em três fases: 1) identificação e caracterização de todos os centros de formação de professores nos dois países; 2) estudos de três casos em cada país; 3) validação de especialistas e troca de experiências entre os participantes. Os achados mostram que existem diferentes graus de abordagem para a formação das comunidades, ao mesmo tempo em que evidenciam sua relevância como promotores da aprendizagem profissional dos professores.
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Referências
ADMIRAAL, W.; SCHENKE, W.; DE JONG, L.; EMMELOT, Y.; SLIGTE, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education, v. 47, n. 4, p. 684-698, 2021. Disponible en: < https://doi.org/10.1080/19415257.2019.1665573 >. Acceso 5 set. 2022.
ANTINLUOMA, M.; ILOMÄKI, L.; TOOM, A. Practices of professional learning communities. Frontiers in Education, v. 6, art. 617613, 2021. Disponible en: < https://doi.org/10.3389/feduc.2021.617613 >. Acceso 13 ago. 2022.
APARICIO, C.; SEPÚLVEDA, F. Análisis del modelo de comunidades profesionales de aprendizaje a partir de la indagación en experiencias de colaboración entre profesores. Estudios Pedagógicos, v. 44, n. 3, p. 55-73, 2018. Disponible en: < http://dx.doi.org/10.4067/S0718-07052018000300055 >. Acceso 18 ago. 2022.
BOTHA, C.; NEL, C. Purposeful collaboration through professional learning communities: Teacher educators’ challenges. International Journal of Learning, Teaching and Educational Research, v. 21, n. 6, p. 210-225, 2022. Disponible en: < https://doi.org/10.26803/ijlter.21.6.13 >. Acceso 27 dic. 2022.
BUCHANAN, L.; MOODY, A.; FOX, K.; HARGROVE, T.; RONEY, K.; BROPHY, A. Professional learning communities as teacher educator professional development: articulating the impact on pedagogy and student learning. En: ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, 2016, Washington: AERA Online Paper Repository, 2016. p. 1-13. Disponible en: < http://www.aera.net/Publications/Online-Paper-Repository/ AERA-Online-Paper-Repository >. Acceso 30 ago. 2022.
AUTOR 3; REBOLLO, M.; PEREZ, M. Títulos y datos acceso. Acceso 2 feb. 2023.
CLARKE, S. Learning communities in education: a matter of diverse definitions, understandings, enactments, and contexts. Professional Development in Education, v. 47, n. 4, p. 557-559, 2021. Disponible en: < https://doi.org/10.1080/19415257.2021.1946744 >. Acceso 15 dic. 2022.
DUFOUR, R. What is a “Professional Learning Community”? ASCD, v. 61, n. 8, 2004. Disponible en: < https://www.ascd.org/el/articles/what-is-a-professional-learning-community >. Acceso 6 set. 2022.
GARCÍA, I.; HIGUERAS, L.; MARTÍNEZ, E. Hacia la implantación de comunidades profesionales de aprendizaje mediante un liderazgo distribuido: Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 16, n. 2, p. 117-129, 2018. Disponible en: < https://www.redalyc.org/articulo.oa?id=55160059007 >. Acceso 30 oct. 2022.
GOLDEN, D. Teacher perceptions of professional learning communities on the instructional climate at Flintville Elementary School in Lincoln County, TN. 2017. 160 p. Tesis (Doctorado en Educación) – Departmento de Liderazgo Educativo y Análsis de Políticas, East Tennessee State University, Johnson City, 2017. Disponible en: < https://dc.etsu.edu/etd/3179 >. Acceso 16 dic. 2022.
GUTMAN, M. Leading a professional learning community for teacher educators: inquiry into college principals’ motives and challenges. Teacher Development, v. 25, n. 3, p. 263-277, 2021. Disponible en: < https://doi.org/10.1080/13664530.2021.1901772 >. Acceso 25 ago. 2022.
HAIRON, S.; TAN, C. Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, v. 47, n. 1, p. 91-104, 2017. Disponible en: < https://doi.org/10.1080/03057925.2016.1153408 >. Acceso 28 ago. 2022.
HARGREAVES, A. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, v. 25, n. 5, p. 603-621, 2019. Disponible en: < https://doi.org/10.1080/13540602.2019.1639499 >. Acceso 23 ago. 2022.
MACPHAIL, A.; ULVIK, M.; GUBERMAN, A.; CZERNIAWSKI, G.; OOLBEKKINK, H.; BAIN, Y. The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, v. 45, n. 5, p. 848-861, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1529610 >. Acceso 24 ago. 2022.
MAYER, D.; MITCHELL, J.; SANTORO, N.; WHITE, S. Teacher educators and ‘accidental’ careers in academe: an Australian perspective. Journal of Education for Teaching, v. 37, n. 3, p. 247-260, 2011. Disponible en: < https://doi.org/10.1080/02607476.2011.588011 >. Acceso 17 dic. 2022.
MENDOZA, D.; CEJAS, M.; NAVARRO, M.; FLORES, E.; CASTILLO, K. La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje. Uniciencia, v. 35, n. 2, p. 161-175, 2021. Disponible en: < http://dx.doi.org/10.15359/ru.35-2.11 >. Acceso 22 oct. 2022.
OLSSON, D. Improving teaching and learning together. A literature review of professional learning communities. Karlstad: Karlstad University. 2019. Disponible en: < https://www.diva-portal.org/smash/get/diva2:1341682/FULLTEXT01.pdf >. Acceso 28 ago. 2022.
PING, C.; SCHELLINGS, G.; BEIJAARD, D. Teacher educators' professional learning: A literature review. Teaching and Teacher Education, v. 75, p 93-104, 2018. Disponible en: < https://doi.org/10.1016/j.tate.2018.06.003 >. Acceso 30 ago. 2022.
PRENGER, R.; POORTMAN, C.; HANDELZALTS, A. The effects of networked professional learning communities. Journal of Teacher Education, v. 70, n. 5, p. 441–452, 2019. Disponible en: < https://doi.org/ 10.1177/0022487117753574 >. Acceso 16 ago. 2022.
AUTOR 2. Título y datos acceso
REICHENBERG, R.; AVISSAR, G.; SAGEE, R. ‘I owe to my tutor much of my professional development’: looking at the benefits of tutoring as perceived by the tutees. Professional Development in Education, v. 41, n. 1, p. 40-56, 2015. Disponible en: < https://doi.org/10.1080/19415257.2013.866974 >. Acceso 30 ago. 2022.
RIVERA, N.; LEDESMA, M. Comunidades profesionales de aprendizaje en un contexto remoto por la emergencia sanitaria. Revista Educa – UMCH, v. 17, n. 1, p. 1-21, 2021. Disponible en: < https://doi.org/10.35756/educaumch.202117.169 >. Acceso 27 ago. 2022.
SILVA, J.; MORALES, M.; LÁZARO, J.; GISBERT, M.; MIRANDA, P.; RIVOIR, A.; ONETTO, A. Digital teaching competence in initial training: Case studies from Chile and Uruguay. Education Policy Analysis Archives, v. 27, p. 93, 2019. Disponible en: <https://doi.org/10.14507/epaa.27.3822>. Acceso 20 ago. 2022.
SCHAAP, H.; LOUWS, M.; MEIRINK, J.; OOLBEKKINK-MARCHAND, H.; VAN DER WANT, A.; ZUIKER, I.; ZUIKERA, I.; ZWART, R.; MEIJER, P. Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, v. 45, n. 5, p. 814-831, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1547781 >. Acceso 15 dic. 2022.
AUTOR 1; PORRAS, J.; AUTOR 3.; AUTOR 2, M. Título y datos acceso 2021.
TONDEUR, J.; SCHERER, R.; BARAN, E.; SIDDIQ, F.; VALTONEN, T.; SOINTU, E. Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, v. 50, n. 3, p. 1189-1209, 2019. Disponible en: < https://doi.org/10.1111/bjet.12748 >. Acceso 3 set. 2022.
VAILLANT, D.; MARCELO, C. Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 19, n. 4, p. 55-69, 2021. Disponible en: < https://doi.org/10.15366/reice2021.19.4.003 >. Acceso 30 set. 2022.
VANGRIEKEN, K.; Dochy, F.; Raes, E.; KYNDT, E. Teacher collaboration: A systematic review. Educational Research Review, v. 15, p. 17-40, 2015. Disponible en: < https://doi.org/10.1016/j.edurev.2015.04.002 >. Acceso 19 set. 2022.
VANGRIEKEN, K.; MEREDITH, C.; PACKER, T.; KYNDT, E. Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, v. 61, p. 47-59, 2017. Disponible en: < https://doi.org/10.1016/j.tate.2016.10.001 >. Acceso 19 set. 2022.
WAN, S. Unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice. ECNU Review of Education, v. 3, n. 4, p 694–714, 2020. Disponible en: < https://doi.org/10.1177/2096531120969988 >. Acceso 17 set. 2022.
WESTHEIMER, J. Learning among colleagues. Teacher community and the shared enterprise of education. En: Cochran-Smith, M.; Feiman, S.; McIntyre, D.; Demers, K. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. Cap. 41, p. 756-783.
ANTINLUOMA, M.; ILOMÄKI, L.; TOOM, A. Practices of professional learning communities. Frontiers in Education, v. 6, art. 617613, 2021. Disponible en: < https://doi.org/10.3389/feduc.2021.617613 >. Acceso 13 ago. 2022.
APARICIO, C.; SEPÚLVEDA, F. Análisis del modelo de comunidades profesionales de aprendizaje a partir de la indagación en experiencias de colaboración entre profesores. Estudios Pedagógicos, v. 44, n. 3, p. 55-73, 2018. Disponible en: < http://dx.doi.org/10.4067/S0718-07052018000300055 >. Acceso 18 ago. 2022.
BOTHA, C.; NEL, C. Purposeful collaboration through professional learning communities: Teacher educators’ challenges. International Journal of Learning, Teaching and Educational Research, v. 21, n. 6, p. 210-225, 2022. Disponible en: < https://doi.org/10.26803/ijlter.21.6.13 >. Acceso 27 dic. 2022.
BUCHANAN, L.; MOODY, A.; FOX, K.; HARGROVE, T.; RONEY, K.; BROPHY, A. Professional learning communities as teacher educator professional development: articulating the impact on pedagogy and student learning. En: ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, 2016, Washington: AERA Online Paper Repository, 2016. p. 1-13. Disponible en: < http://www.aera.net/Publications/Online-Paper-Repository/ AERA-Online-Paper-Repository >. Acceso 30 ago. 2022.
AUTOR 3; REBOLLO, M.; PEREZ, M. Títulos y datos acceso. Acceso 2 feb. 2023.
CLARKE, S. Learning communities in education: a matter of diverse definitions, understandings, enactments, and contexts. Professional Development in Education, v. 47, n. 4, p. 557-559, 2021. Disponible en: < https://doi.org/10.1080/19415257.2021.1946744 >. Acceso 15 dic. 2022.
DUFOUR, R. What is a “Professional Learning Community”? ASCD, v. 61, n. 8, 2004. Disponible en: < https://www.ascd.org/el/articles/what-is-a-professional-learning-community >. Acceso 6 set. 2022.
GARCÍA, I.; HIGUERAS, L.; MARTÍNEZ, E. Hacia la implantación de comunidades profesionales de aprendizaje mediante un liderazgo distribuido: Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 16, n. 2, p. 117-129, 2018. Disponible en: < https://www.redalyc.org/articulo.oa?id=55160059007 >. Acceso 30 oct. 2022.
GOLDEN, D. Teacher perceptions of professional learning communities on the instructional climate at Flintville Elementary School in Lincoln County, TN. 2017. 160 p. Tesis (Doctorado en Educación) – Departmento de Liderazgo Educativo y Análsis de Políticas, East Tennessee State University, Johnson City, 2017. Disponible en: < https://dc.etsu.edu/etd/3179 >. Acceso 16 dic. 2022.
GUTMAN, M. Leading a professional learning community for teacher educators: inquiry into college principals’ motives and challenges. Teacher Development, v. 25, n. 3, p. 263-277, 2021. Disponible en: < https://doi.org/10.1080/13664530.2021.1901772 >. Acceso 25 ago. 2022.
HAIRON, S.; TAN, C. Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, v. 47, n. 1, p. 91-104, 2017. Disponible en: < https://doi.org/10.1080/03057925.2016.1153408 >. Acceso 28 ago. 2022.
HARGREAVES, A. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, v. 25, n. 5, p. 603-621, 2019. Disponible en: < https://doi.org/10.1080/13540602.2019.1639499 >. Acceso 23 ago. 2022.
MACPHAIL, A.; ULVIK, M.; GUBERMAN, A.; CZERNIAWSKI, G.; OOLBEKKINK, H.; BAIN, Y. The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, v. 45, n. 5, p. 848-861, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1529610 >. Acceso 24 ago. 2022.
MAYER, D.; MITCHELL, J.; SANTORO, N.; WHITE, S. Teacher educators and ‘accidental’ careers in academe: an Australian perspective. Journal of Education for Teaching, v. 37, n. 3, p. 247-260, 2011. Disponible en: < https://doi.org/10.1080/02607476.2011.588011 >. Acceso 17 dic. 2022.
MENDOZA, D.; CEJAS, M.; NAVARRO, M.; FLORES, E.; CASTILLO, K. La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje. Uniciencia, v. 35, n. 2, p. 161-175, 2021. Disponible en: < http://dx.doi.org/10.15359/ru.35-2.11 >. Acceso 22 oct. 2022.
OLSSON, D. Improving teaching and learning together. A literature review of professional learning communities. Karlstad: Karlstad University. 2019. Disponible en: < https://www.diva-portal.org/smash/get/diva2:1341682/FULLTEXT01.pdf >. Acceso 28 ago. 2022.
PING, C.; SCHELLINGS, G.; BEIJAARD, D. Teacher educators' professional learning: A literature review. Teaching and Teacher Education, v. 75, p 93-104, 2018. Disponible en: < https://doi.org/10.1016/j.tate.2018.06.003 >. Acceso 30 ago. 2022.
PRENGER, R.; POORTMAN, C.; HANDELZALTS, A. The effects of networked professional learning communities. Journal of Teacher Education, v. 70, n. 5, p. 441–452, 2019. Disponible en: < https://doi.org/ 10.1177/0022487117753574 >. Acceso 16 ago. 2022.
AUTOR 2. Título y datos acceso
REICHENBERG, R.; AVISSAR, G.; SAGEE, R. ‘I owe to my tutor much of my professional development’: looking at the benefits of tutoring as perceived by the tutees. Professional Development in Education, v. 41, n. 1, p. 40-56, 2015. Disponible en: < https://doi.org/10.1080/19415257.2013.866974 >. Acceso 30 ago. 2022.
RIVERA, N.; LEDESMA, M. Comunidades profesionales de aprendizaje en un contexto remoto por la emergencia sanitaria. Revista Educa – UMCH, v. 17, n. 1, p. 1-21, 2021. Disponible en: < https://doi.org/10.35756/educaumch.202117.169 >. Acceso 27 ago. 2022.
SILVA, J.; MORALES, M.; LÁZARO, J.; GISBERT, M.; MIRANDA, P.; RIVOIR, A.; ONETTO, A. Digital teaching competence in initial training: Case studies from Chile and Uruguay. Education Policy Analysis Archives, v. 27, p. 93, 2019. Disponible en: <https://doi.org/10.14507/epaa.27.3822>. Acceso 20 ago. 2022.
SCHAAP, H.; LOUWS, M.; MEIRINK, J.; OOLBEKKINK-MARCHAND, H.; VAN DER WANT, A.; ZUIKER, I.; ZUIKERA, I.; ZWART, R.; MEIJER, P. Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, v. 45, n. 5, p. 814-831, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1547781 >. Acceso 15 dic. 2022.
AUTOR 1; PORRAS, J.; AUTOR 3.; AUTOR 2, M. Título y datos acceso 2021.
TONDEUR, J.; SCHERER, R.; BARAN, E.; SIDDIQ, F.; VALTONEN, T.; SOINTU, E. Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, v. 50, n. 3, p. 1189-1209, 2019. Disponible en: < https://doi.org/10.1111/bjet.12748 >. Acceso 3 set. 2022.
VAILLANT, D.; MARCELO, C. Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 19, n. 4, p. 55-69, 2021. Disponible en: < https://doi.org/10.15366/reice2021.19.4.003 >. Acceso 30 set. 2022.
VANGRIEKEN, K.; Dochy, F.; Raes, E.; KYNDT, E. Teacher collaboration: A systematic review. Educational Research Review, v. 15, p. 17-40, 2015. Disponible en: < https://doi.org/10.1016/j.edurev.2015.04.002 >. Acceso 19 set. 2022.
VANGRIEKEN, K.; MEREDITH, C.; PACKER, T.; KYNDT, E. Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, v. 61, p. 47-59, 2017. Disponible en: < https://doi.org/10.1016/j.tate.2016.10.001 >. Acceso 19 set. 2022.
WAN, S. Unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice. ECNU Review of Education, v. 3, n. 4, p 694–714, 2020. Disponible en: < https://doi.org/10.1177/2096531120969988 >. Acceso 17 set. 2022.
WESTHEIMER, J. Learning among colleagues. Teacher community and the shared enterprise of education. En: Cochran-Smith, M.; Feiman, S.; McIntyre, D.; Demers, K. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. Cap. 41, p. 756-783.
Arquivos adicionais
Publicado
2023-08-01
Como Citar
TEJERA, A.; QUESTA-TORTEROLO, M.; CABRERA BORGES, C. Conformar Comunidades como Oportunidad de aprendizaje Professional Docente: estudio de casos en Uruguay y Chile. Revista da FAEEBA - Educação e Contemporaneidade, [S. l.], v. 32, n. 71, p. 59–73, 2023. DOI: 10.21879/faeeba2358-0194.2023.v32.n71.p59-73. Disponível em: https://revistas.uneb.br/index.php/faeeba/article/view/16693. Acesso em: 23 nov. 2024.
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Dossiê Temático 71
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Copyright (c) 2023 Andrea Tejera, Mariela Questa-Torterolo, Claudia Cabrera Borges
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