Teacher’s perspectives on collaboration and professional development in Portuguese schools

Conference proceedings article


Research Areas

Publication Details

Author list: Fernandes, S., Unas, M. M., Machado, E. A., & Fernandes, M. A. F.
Publisher: Universidade do Porto; Salarya University
Place: Porto
Publication year: 2017
Languages: English-Great Britain (EN-GB)


This paper is part of a broader international research project, which
includes eight case studies carried out in public schools in Portugal
and in Chile. It is a comparative study, which aims to understand the
way teachers describe formal and informal opportunities for
collaboration in their schools and its effect in terms of practical
knowledge; to identify the enablers and inhibitors that influence
professional collaborative learning at school; to understand the role of
teacher evaluation and student

academic results on teacher's professional development; to analyse how
teachers with differents skills, experiences and schools view their own
professional development. In this case study, a public school, located
in the north of Portugal, with sixty years of history, was selected. The
participants in the study are teachers from different disciplinary
areas and teaching departments. The school includes elementary and
secondary school level, with regular and professional study programmes.

Data collection is based on semi-structured interviews to the school
director and to eight teachers, mainly coordinators of teaching
departments. Results based on findings from teachers point out the
importance of collaborative work, but they also recognize that schools
need a reorganization that includes time for this purpose, integrated on
teacher's schedule. Informal opportunities are also seen as fundamental
for professional development and to improve student outcomes.
Conclusions and implications for teacher collaboration and professional
development will be discussed in the paper.


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Last updated on 2019-13-08 at 00:46