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Salgado,A., Salustio,L., Graça,T. & Martins, D. (2016). Observe to reflect: the (dis)engagement of a group of teachers in the (trans)formation of pedagogical practices.  I International Congress of Student Engagement in School: Perspectives of Psychology and Education Motivation for Academic Performance (IICIEAE).

A. Salgado et al.,  "Observe to reflect: the (dis)engagement of a group of teachers in the (trans)formation of pedagogical practices. ", in I Int. Congr. of Student Engagement in School: Perspectives of Psychology and Education Motivation for Academic Performance (IICIEAE), 2016

@misc{salgado2016_1776494293046,
	author = "Salgado,A. and Salustio,L. and Graça,T. and Martins, D.",
	title = "Observe to reflect: the (dis)engagement of a group of teachers in the (trans)formation of pedagogical practices. ",
	year = "2016"
}

TY  - CPAPER
TI  - Observe to reflect: the (dis)engagement of a group of teachers in the (trans)formation of pedagogical practices. 
T2  - I International Congress of Student Engagement in School: Perspectives of Psychology and Education Motivation for Academic Performance (IICIEAE)
AU  - Salgado,A.
AU  - Salustio,L.
AU  - Graça,T.
AU  - Martins, D.
PY  - 2016
AB  - The purpose of this communication is to present a different approach involving the experience of
teachers of elementary and secondary education from different educational areas, such as Portuguese
and Mathematics, in the classroom observations and reflection cycles concerning educational
practices. These reflexive cycles are the background of the project “Projeto de Intervisão”, which
was voluntarily implemented in Escola Secundária de Camarate.
A group of teachers facing a multicultural student body, who has diversified socio-economic and
family background and who is characterized by some inadequate behaviour and school failure,
chose to get involved in a pilot study of cross-curricular lesson observation: a promoter not only
of a reflective practice and of their professional development but also of the educational success
of their pupils.
Formed by twelve teachers from nine different areas, the group defined themselves as “Amigos
Críticos” (Critical Friends). Underlying this denomination was the concept of “intervisão”, whose
definition is connected with peer coaching strategies and competences for promoting professional
collaboration, critical reflection, and democratic and regulatory teaching practices. Assuming
itself as a sharing and collaborative practice of (self ) regulation, supported by peers with similar
professional hierarchy, it assumes a great importance in the professional development as it implies
moments of active learning and self regulation, allowing teachers to observe classes and being
observed, achieving a feedback that promotes reflection and improves teaching practices.
To implement the "Projecto de IntervisãoQ", the group attended training in different areas of
management and classroom dynamics, having complemented their knowledge in supervision and
evaluation of the impact of projects. The group developed practices for the observation of lessons
through the conceptualization of the intervision and the construction of record grids.
The intervision moments were operationalised in three stages: peer observation, reflection of the
observation process, and peer and plenary sharing of the, the teachers shared experiences based 
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Atas do II Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação Motivação para o Desempenho Académico
Lisboa: Instituto de Educação da Universidade de Lisboa, 2016 ISBN: 978-989-8753-35-9.
in observation, identifying gains in a culture of sharing and previous reflection. The exchange
of roles observing-being observed promoted a major reflective interaction. In plenary joint (re)
construction of knowledge and materials used as a background to the implementation of the
intervision
From this experience it is highlighted the added value in its usage inside the same class, allowing
the replication of classroom strategies/dynamics, inhibitors of disciplinary incidents and learning
enablers.
Thinking in terms of future time perspective, it is considered the construction of a guiding
framework for the good teaching practices, using the output of the peer observations.
ER  -