Resumo

QUESTA-TORTEROLO, Mariela; RODRIGUEZ-GOMEZ, David  e  MENESES, Julio. Collaboration and use of ICT as factors of professional teacher development in the Uruguayan educational context. Analysis protocol for a multiple case-study. Cuad. Investig. Educ. [online]. 2018, vol.9, n.1, pp.13-34. ISSN 1510-2432.  https://doi.org/10.18861/cied.2018.9.1.2818.

Collaboration between teachers, with or without the use of information and communication technologies (ICT), is a determining factor in their professional development and, therefore, a key element for the proper functioning of educational centers and the quality of school system. For such reason, and given the paucity of research on the subject in Uruguay, the forms adopted by collaboration for professional purposes and the uses of ICT for said purposes were explored. The study design followed the multiple case-study strategy for which four primary schools and four secondary schools were selected in the department of Colonia. At each center, an in-depth interview was conducted with the principal and two teachers identified for their attitudes toward collaboration from a discussion group conducted by teachers. In addition, context data were collected and non-participant observations of infrastructure and school environment were carried out. The data were processed according to a layer analysis protocol, in which two cases were described in detail. Patterns between these cases and cross-cutting themes were then sought. Finally, the findings were organized in a meta-matrix in order to show the links between what is identified as teacher collaboration, which are the most common forms of collaboration and what is the role of ICT in collaborative work, taking into account the particular context of the cases described. The main conclusions are associated with the use of spaces for socialization and reflection on the practices in the centers studied, and the way in which teachers and management can take advantage of these instances for the exchange on pedagogical aspects.

Palavras-chave : teacher collaboration; professional development; knowledge management; ICT; case studies.

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