Tipos de desenvolvimento profissional colaborativo contínuo em Educação Física
um diálogo
DOI:
https://doi.org/10.22456/1982-8918.127398Palavras-chave:
Desenvolvimento profissional, Educação Física, Colaboração, ComunidadeResumo
Este artigo apresenta um diálogo entre pesquisadores de três projetos de desenvolvimento profissional continuado e colaborativo (DPCC) de professores, cada um apoiado por um referencial teórico e desenhos de pesquisa diferentes. Os resultados destacam algumas complexidades do DPCC em diferentes níveis, desde o de pequena ao de larga escala, agenciando planejamento e implementação cuidadosos. Promover a proximidade, organizar horários e combinar diferentes modos de suporte são desafios que requerem respostas contextualizadas. Discutir nossos contextos únicos e escolhas em relação às abordagens do DPCC utilizadas nos permitiu realizar uma investigação apreciativa, buscando reconhecer e desenvolver os pontos fortes de cada projeto e considerar possibilidades para futuras propostas. É necessário que facilitadores e pesquisadores ao escolherem uma abordagem de DPCC considerem não apenas a eficiência, mas também o alinhamento com suas próprias crenças pessoais e teorias de aprendizagem, bem como com as crenças, interesses e necessidades dos professores em seus contextos locais.
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