Inovações Pedagógicas: das percepções às Práticas Profissionais

Resumen

Pedagogical innovation can be considered from multiple perspectives by those who can assume themselves as agents of change, acting strategically to innovate their practices at school.

In this article we will focus on the presentation and discussion of the teaching perceptions of, approximately, more than a hundred primary and secondary education teachers working in the north of Portugal, on the concept of pedagogical innovation, and its benefits for the quality of the definition of actions and teaching strategies with consequences for learning actions. The methodology used allowed us to contrast the professional and human situations of teachers in relation to educational changes, educational practices, the design of strategic teaching and learning actions, and professional development. The conclusions corroborated the initial hypothesis that pedagogical innovation is an opportunity for professional (and personal) development, and that it results from the dilemmas and tensions of the teaching and learning process.