erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v6i1.6243ArticleUnderstanding Leaderships’ Role in Teachers’ Professional Development – A Secondary Publicationhttps://artdesignp.com/journal/erd/6/1/10.26689/erd.v6i1.6243OliveiraConceição da Natividade,OliveiraIsolina2024612024-02-25In an increasingly connected and interdependent society, collaborative culture emerges as an effective and efficient answer to overcome the complexities that teachers face daily. In turn, the teaching activity requires a continuous reflection on practice, involving the teacher in a constant search for professional development, as a reflective researcher. Now, the action of teaching, understood as a craft and an art that materializes in practice, requires grounding (specific knowledge and skills) and theoretical-practical reflection, aimed at improving the teaching and learning of students. For this purpose, the school must be thought of as a learning organization that expands and innovates with the development of professionals who work in it, which requires a new mode of operation from the leaders, the creation of favorable conditions for the continuous questioning of practices and a culture that values permanent learning and improvement. The study carried out in a group of schools in the Greater Lisbon area had, among others, the following objectives: (1) to identify the perceptions of leaders about supervision and collaboration; and (2) to understand the role of leaders in the professional development of teachers. From a methodological point of view, the investigation assumes the design of a case study, with a mixed approach, based on eight individual interviews with top leaders and twenty-one questionnaire surveys, applied to class directors. The results show different understandings of the concept of collaboration and the role of leaders in the professional development of teachers, perceived as an unfinished process and under permanent reconstruction.

Decree-Law No. 55/2018 (ME), July 6th, Portugal.

Gaspar MI, 2019, Supervisão em Contextos de Educação e Formação – Conceções, Práticas e Possibilidades [Supervision in Education and Training Contexts – Concepts, Practices, and Possibilities]. Fundação Manuel Leão, Vila Nova de Gaia.

Gordon SP, 2019, Educational Supervision: Reflections on Its Past, Present, and Future. Journal of Educational Supervision, 2(2). https://doi.org/10.31045/jes.2.2.3

Gaspar MI, Seabra F, Neves C, 2012, A Supervisão Pedagógica: Significados e Operacionalização [Pedagogical Supervision: Meanings and Operationalization]. Revista Portuguesa De Investigação Educacional, 2012(12): 29–57. https://doi.org/10.34632/investigacaoeducacional.2012.3374

Alarcão I, Canha B, 2013, Supervisão e Colaboração – Uma Relação Para o Desenvolvimento [Supervision and Collaboration – A Relationship for Development]. Porto Editora, Porto.

Alarcão I, 2002, Escola Reflexiva e Desenvolvimento: Que Novas Funções Supervisivas? [Reflective School and Development: What New Supervisory Functions?], in A Supervisão na Formação de Professores I – Da Sala à Escola [Supervision in Teaching Training I – From the Classroom to the School]. Porto Editora, Porto.

Oliveira I, Miranda B, Barreira C, 2020, A Construção de Comunidades Virtuais de Aprendizagem na Formação de Supervisores e Líderes Pedagógicos [The Construction of Virtual Learning Communities in the training of Supervisors and Pedagogical Leaders]. RE@D Revista de Educação a Distância e eLearning, 3(1): 19–36. https://doi.org/10.34627/vol3iss1pp19-36

Hargreaves A, 1998, Os Professores em Tempo de Mudança [Teachers in Times of Change]. McGraw-Hill, Lisboa.

Alarcão I, 2014, Desenvolvimento Profissional, Interação Colaborativa e Supervisão [Professional Development, Collaborative Interaction, and Supervision], in Coordenação, Supervisão e Liderança – Escola, Projetos e Aprendizagens [Coordination, Supervision, and Leadership – School, Projects, and Learning]. Universidade Católica Editora, Porto, 1: 22–35.

Lima JÁ, 2002, As Culturas Colaborativas nas Escolas – Estruturas, Processos e Conteúdos [Collaborative Cultures in Schools – Structures, Processes, and Contents]. Porto Editora, Porto.

Alarcão I, Roldão MC, 2008, Supervisão: Um Contexto de Desenvolvimento Profissional Dos Professores [Supervision: A Context for Teachers’ Professional Development. Pedago, Lda., Mangualde.

Bolivar A, 2017, El Mejoramiento de la Escuela: Líneas Actuales de Investigación [The Improvement of School: Current Lines of Research]. Revista Portuguesa de Pedagogia, 51(2): 5–27. https://doi.org/10.14195/1647-8614_51-2_1

Day C, 2001, Desenvolvimento Profissional dos Professores: Os Desafios da Aprendizagem Permanente [Professional Development of Teachers: The Challenges of Lifelong Learning]. Porto Editora, Porto.

Redecker C, Leis M, Leendertse M, et al., 2011: The Future of Learning: Preparing for Change. Office of the European Union. https://doi.org/10.2791/63488

Moreira MA, 2005, A Investigação-Acção na Formação em Supervisão no Ensino do Inglês: Processos de (co)Construção de Conhecimento Profissional [Action Research in Supervision Training in English Teaching: Process of (Co)construction of Professional Knowledge]. Centro de Investigação em Educação da Universidade do Minho, Braga.

Fullan M, Hargreaves A, 2001, Por que é que Vale a Pena Lutar? O Trabalho de Equipa na Escola [Why is it Worth Fighting For? Teamwork in School]. Porto Editora, Porto.

Formosinho J, Machado J, 2009, Equipas Educativas: Para uma Nova Organização da Escola [Educational Teams: Towards a New School Organization]. Porto Editora, Porto.

Delors J, Al Mufti I, Amagi I, et al., 1997, Educação: um Tesouro a Descobrir [Education: A Treasure to Discover]. UNESCO, Brazil.

Alarcão I, Tavares J, 2003, Supervisão da Prática Pedagógica – Uma Perspetiva de Desenvolvimento e Aprendizagem, Colecção de Ciências da Educação e Pedagogia [Supervision of Pedagogical Practice – A Perspective of Development and Learning, Collection of Educational Sciences and Pedagogy], 2nd edition. Almedina, Coimbra.

Correia AR, 2019, Os Coordenadores de Departamento Curricular como Impulsionadores da Mudança: Estudo em Dois Agrupamentos de Escolas, [Curriculum Department Coordinators as Drivers of Change: Study in Two School Clusters], thesis, Universidade Aberta.

Freitas AL, Grave-Resendes L, 2018, Lideranças na Escola [Leadership in Schools], in Liderança e Inovação em Contextos Educativos, Coleção Educação a Distância e eLearning [Leadership and Innovation in Educational Contexts, Distance Education, and eLearning Collection]. Universidade Aberta, Lisboa, 3: 42–59.

Ferreira IL, 2018, As Lideranças Intermédias em Contextos de Mudança: Estudo de Caso [Middle Leadership in Changing Contexts: A Case Study], thesis, Universidade Aberta.

Decree-Law No. 115-A/98 (ME), May 4, Portugal.

Regulatory Decree 10/99 (ME), July 21, Portugal.

Creswell JW, 2003, Research Design. Qualitative, Quantitative and Mixed Methods Approaches. Sage Publications, London.

Bogdan R, Biklen S, 1994, Investigação Qualitativa em Educação [Qualitative Research in Education]. Porto Editora Porto.

Amado J, 2013, Manual de Investigação Qualitativa em Educação [Handbook of Qualitative Research in Education]. Imprensa da Universidade de Coimbra, Coimbra.

Coutinho C, 2018, Metodologia de Investigação em Ciências Sociais e Humanas: Teoria e Prática [Research Methodology in Social and Human Sciences: Theory and Practice]. Edições Almedina, Coimbra.