{"id":65835,"date":"2018-04-09T10:47:07","date_gmt":"2018-04-09T10:47:07","guid":{"rendered":"http:\/\/www.kriativ-tech.com\/?p=65835"},"modified":"2018-07-24T15:11:09","modified_gmt":"2018-07-24T15:11:09","slug":"training-strategies-and-impacts-on-organizational-and-professional-development-innovation-and-change","status":"publish","type":"post","link":"https:\/\/www.kriativ-tech.com\/?p=65835","title":{"rendered":"Training Strategies and Impacts on Organizational and Professional Development: innovation and change"},"content":{"rendered":"

[vc_row][vc_column width=”1\/2″][vc_custom_heading heading_semantic=”p” text_size=”h5″ text_height=”fontheight-843833″ text_font=”font-213936″]Kriativ-tech
\nVolume 1, Issue 1, March 2018, Pages: xxx
\nReceived: Nov. 28, 2017;<\/p>\n

Accepted: Dec. 8, 2017;<\/p>\n

Published: Feb. 24, 2018[\/vc_custom_heading][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Authors[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″]<\/p>\n

Lu\u00edsa Orvalho<\/strong>, ISTEC \u2013 Departamento de Estudos e Investiga\u00e7\u00e3o em Tecnologias de Informa\u00e7\u00e3o e Sociedade Professora Coordenadora do ISTEC<\/div>\n
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[\/vc_custom_heading][\/vc_column][vc_column width=”1\/2″][vc_custom_heading]Media[\/vc_custom_heading][vc_button button_color=”accent” border_animation=”btn-ripple-out” border_width=”0″ link=”url:http%3A%2F%2Fwww.kriativ-tech.com%2Fwp-content%2Fuploads%2F2018%2F02%2FLUISA-ORVALHO.pdf|title:Luisa%20Orvalho|target:%20_blank|”]PDF[\/vc_button][vc_custom_heading heading_semantic=”h4″ text_size=”h4″]To cite this article[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h6″]Lu\u00edsa Orvalho, Training Strategies and Impacts on Organizational and Professional Development: innovation and change<\/p>\n

DOI:<\/strong>\u00a010.31112\/kriativ-tech-2018-01-10[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row row_height_percent=”0″ overlay_alpha=”50″ gutter_size=”1″ column_width_percent=”100″ shift_y=”0″ z_index=”0″][vc_column column_width_percent=”100″ override_padding=”yes” column_padding=”1″ overlay_alpha=”50″ gutter_size=”0″ medium_width=”0″ mobile_width=”0″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Abstract[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ text_height=”fontheight-843833″ text_font=”font-213936″]The empirical study, based on a qualitative research methodology, centered on multiple consulting \/ training case studies, was carried out under the Post-Doctoral project in Educational Sciences, at the Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, entitled “Collaborate to Innovate in Vocational Education”, and intends to respond to the guiding question from the beginning: What training strategies can promote the change of teacher practices in the classroom and guarantee the quality of vocational education training? This qualitative research followed the Appreciative Inquiry (AI) – an approach to positive change that has been used successfully in communities and organizations around the world, noted in the literature by several authors [1][2][3]- based on the Cycle AI-5 D, consisting of five development phases: Define, Discovery, Dream, Design, Delivery (Destiny).Theories of research-actioncollaborative and reflexive education of [4], [5] [6] supported the workshop model of intervention and external consulting. The results show that the formative strategies have caused very significant impacts in terms of innovation and transformative effects, in the ways of thinking and acting professionals of the directors, teachers and trainers of schools with VET.[\/vc_custom_heading][vc_empty_space empty_h=”2″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Keywords[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″]<\/p>\n

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Innovation for change; Training Strategies-Action-Collaborative; 5D Cycle of Change Appreciative Inquiry (AI-5D); Vocational Education and Training (VET).<\/p>\n<\/div>\n<\/div>\n<\/div>\n

[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row][vc_column column_width_percent=”100″ overlay_alpha=”50″ gutter_size=”0″ medium_width=”0″ mobile_width=”0″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]References[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ text_height=”fontheight-843833″ text_font=”font-213936″][1] Cooperrider, D. L. & Whitney, D. (2001). A positive revolution in change. In Cooperrider, D. L., Sorenson, P.,Whitney, D. e Yeager, T. (Eds.) Appreciative Inquiry: Na Emerging Direction for Organization Development (9 \u2010 29). Champaign, IL: Stipes Cooperrider, D., et al. (2008).The Appreciative Inquiry Handbook: For Leaders of Change.2nd Edition. San Francisco: Berret-Koehler Publishers,Inc. Cooperrider, D. (2005).Appreciative Inquiry: A Positive Revolution in Change.1st Edition. San Francisco: BerretKoehler Publishers. Dispon\u00edvel em https:\/\/appreciativeinquiry.case.edu\/upload s\/whatisai.pdf<\/p>\n

[2] Watkins, J. M. & Mohr, B. J. (2001). Appreciative Inquiry: Change at the Speed of Imagination. Jossey-Bass\/Pfeiffer. Dispon\u00edvel https:\/\/appreciativeinquiry.case.edu\/researc h\/bibPublished.cfm<\/p>\n

[3] Whitney, D. & Trosten-Bloom, A. (2013, Nov 1). Ten Tips for Using Appreciative Inquiry for Community Planning. AI Practitioner Vol. 15. 4 Dispon\u00edvel em https:\/\/appreciativeinquiry.case.edu\/researc h\/bibPublished.cfm#W<\/p>\n

[4] Argyris, C (1977). Double loop learning in organizations. Harvard Business. Review, v. 55, n. 5, p. 115-124. Argyris, C (1999). On Organizational Learning. 2nd Edition. Wiley-Blackwell Argyris, C. & Sch\u00f6n, D. A. (1978. Organizational Learning: A Theory of Action Perspective. San Francisco, CA: Jossey-Bass<\/p>\n

[5] Argyris, C. & Sch\u00f6n, D. A. (1996). Organizational Learning II: Theory, Method and Practice.Reading, MA: Addison-Wesley. 13<\/p>\n

[6] Sch\u00f6n, D. A. (1983). The reflective practitioner: How professionals think in action. NewYork: Basic Books<\/p>\n

[7] Orvalho, L & Alves, J.M. (2016). Estrat\u00e9gias Formativas e Impactos no Desenvolvimento Profissional dos Professores \/ Training Strategies and Impact on the Professional Development of Teachers. In Revista Portuguesa de Investiga\u00e7\u00e3o Educacional – Escolas, Melhoria e Transforma\u00e7\u00e3o, 16, 2016, 145- 180. Porto: Universidade Cat\u00f3lica Editora.<\/p>\n

[8] Sousa, F., Monteiro, I. (2015). Colaborar para Inovar. A inova\u00e7\u00e3o como resultado do processo de decis\u00e3o. Lisboa: Edi\u00e7\u00f5es S\u00edlabo, Lda.<\/p>\n

[9] Sennett, R. (2012). Juntos: Os rituais, os prazeres e a pol\u00edtica da coopera\u00e7\u00e3o. Rio de Janeiro: Record.<\/p>\n

[10] Orvalho, L. & Alves, J. M. (2017). Estrat\u00e9gias Formativas e Impactos no Desenvolvimento Organizacional e Profissional dos Professores do Ensino Profissional. In Atas do II Semin\u00e1rio Internacional, Educa\u00e7\u00e3o, Territ\u00f3rios e Desenvolvimento Humanos, 824-839. Porto: FEP, CEDH, UCP. ISBN: 978-989- 99486-8-6.<\/p>\n

[11] Aragay, X. (2017). Reimaginando la Educacion: Barcelona: Editorial Paidos. https:\/\/www.serpadres.es\/3-6- anos\/educaciondesarrollo\/articulo\/reimaginando-laeducacion-21-claves-para-transformar-laescuela-501507551245<\/p>\n

[12] Orvalho, L. (2017, outubro). Uma escola diferente, caminhos para ensinar e aprender no s\u00e9culo XXI. In Desafios 22, Cadernos de trans_forma\u00e7\u00e3o, Projetos Integradores, Outra forma de fazer Aprender, (6-12). Porto: FEP, UCP. Dispon\u00edvel em: https:\/\/issuu.com\/catolicaportoeducacao\/do cs\/22_cadernos_desafios_<\/p>\n

[13] N\u00f3voa, A. (2017, 16, 17). Comunica\u00e7\u00e3o ao II Semin\u00e1rio Internacional II semin\u00e1rio Internacional Educa\u00e7\u00e3o, Territ\u00f3rio e Desenvolvimento Humano, Cat\u00f3lica Porto, dias 20 e 21 de julho de 2017. Porto: UCP.<\/p>\n

[14] Machado, M. T. (2017). https:\/\/teresamachado12.wixsite.com\/teres aepb Universidade Minho. Dispon\u00edvel em http:\/\/net.ie.uminho.pt\/xivgp\/vol2.pdf. (no prelo a comunica\u00e7\u00e3o final).<\/p>\n

[15] Orvalho, L. & Nonato, S. (2017, novembro). Ensinar e Aprender por M\u00f3dulos. In Palmeir\u00e3o, C. & Alves, J. M. (Coords). Construir a autonomia e a flexibiliza\u00e7\u00e3o curricular: os desafios da escola e dos professores. (pp.145-153). Porto. Universidade Cat\u00f3lica Editora. Ebook Dispon\u00edvel em: http:\/\/www.uceditora.ucp.pt\/resources\/Doc umentos\/UCEditora\/PDF%20Livros\/Porto\/ Construir%20a%20autonomia_completo.p df<\/p>\n

[16] Orvalho, L. (2010). A Estrutura Modular nos Cursos Profissionais das Escolas Secund\u00e1rias P\u00fablicas: Do Modelo Curricular \u00e0s Pr\u00e1ticas. Dois Estudos de Caso. Disserta\u00e7\u00e3o de Doutoramento (Tese n\u00e3o publicada), Faculdade de Educa\u00e7\u00e3o e Psicologia, Universidade Cat\u00f3lica Portuguesa, Porto.<\/p>\n

[17] Orvalho, L. & Alonso, L. (2011, dezembro). A Estrutura Modular Nos Cursos Profissionais Das Escolas Secund\u00e1rias P\u00fablicas: Do Modelo Curricular \u00c0s Pr\u00e1ticas. Uma Investiga\u00e7\u00e3o Colaborativa. Revista Portuguesa de Investiga\u00e7\u00e3o Educacional, (10), 79- 121. Porto: Universidade Cat\u00f3lica Editora.<\/p>\n

[18] Orvalho, L.& Alonso, L. (2011a). Uma investiga\u00e7\u00e3o colaborativa sobre mudan\u00e7a curricular nos cursos profissionais das escolas secund\u00e1rias p\u00fablicas. In Atas do XI Congresso 14 Internacional Galego – Portugu\u00eas de Psicopedagogia, realizado nos dias 7, 8 e 9 de setembro, 2001, pp. 1945 -1962. Coruna: Universidade da Coruna. ISSN:138 -1663 e dispon\u00edvel em www.udc\/congresos\/psicopedagoxia.<\/p>\n

[19 ] Orvalho, L. & Alonso, L (2012). Estrutura Modular nos Cursos Profissionais das Escolas Secund\u00e1rias P\u00edblicas: caminhos e descaminhos. In Atas do XIX Col\u00f3quio AFIRSE – Revisitar os Estudos Curriculares – Onde estamos e para onde vamos? Realizado nos dias 2, 3 e 4 de Fevereiro de 2012.Lisboa: Instituto de Educa\u00e7\u00e3o da Universidade de Lisboa.<\/p>\n

[20] Sousa, F., Monteiro, I. (2010). Lideran\u00e7a de grupos na resolu\u00e7\u00e3o de problemas complexos: um guia para a inova\u00e7\u00e3o organizacional. Lisboa: Edi\u00e7\u00f5es S\u00edlabo, Lda,<\/p>\n

[21 ] Gray, B. (1989). Collaborating: Finding Common Ground for Multiparty Problems 1st Edition, San Francisco: Jossey – Bass.<\/p>\n

[22 ] Huxham, C. (1966). Collaboration and collaborative advantage: In C. Huxham (Ed.), Creating Collaborative Advantage. London: Imperial College Press.<\/p>\n

[23] Seg\u00f3via, J. D. (2007). Asesor\u00eda Educativa: modelos y processos. In Costa, J. A. et al. (2007).A Assessoria em educa\u00e7\u00e3o em debate. Aveiro: Universidade de Aveiro.<\/p>\n

[24] Rold\u00e3o, M.C. (2014). Curr\u00edculo, did\u00e1ticas e forma\u00e7\u00e3o de professores \u2013 a triangula\u00e7\u00e3o esquecida? In Oliveira, Maria Rita (Org). (2014). Professor: Forma\u00e7\u00e3o, saberes e problemas. Porto. Editora, 91 – 104[\/vc_custom_heading][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

Author: Luisa Orvalho
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