Resumo

MARQUES, Margarida Morais; LOUREIRO, Maria João  e  MARQUES, Luís. Dinâmicas de interacção numa comunidade de prática online envolvendo professores e investigadores: um estudo no âmbito do projecto IPEC. Educ. Form. Tecnol. [online]. 2011, vol.04, suppl., pp.37-46. ISSN 1646-933X.

From the literature it emerges that teachers’ professional development can benefit from the use of information and communication technologies. A demonstration of these benefits is the work developed within the project IPEC (Research and teaching practices in Science Education: dynamics of interaction), which promoted, using online communication tools, the articulation between research and teaching practices, as well the professional development of the elements involved in the project. In the context of this project four working groups, involving teachers and researchers, were created that designed, implemented and evaluated Science education curricular modules. One of the groups interacted mainly through online communication tools, facilitating the analysis of the group’s dynamics of interaction. The group established a community of practice and developed innovative practices that were implemented by the group’s teachers and by other colleagues of theirs schools that were not directly involved in the project. This contribution presents the analysis of the group’s dynamics of interaction, in order to suggest recommendations concerning teachers’ involvement in online communities of practice and its impact on the teachers’ professional development, one of the shortcomings of the literature. The study is a single case study (being the case the group’s dynamics of interaction) and has a qualitative, descriptive and exploratory nature. The group’s dynamics of interaction were studied through the content analysis of the messages published in the group’s forums of the online platform of the project and the statistics of utilisation of that platform.

Palavras-chave : Dynamics of Interaction; Articulation Between Research and Teaching Practices; Online Community of Practice; Teachers’ Professional Development.

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