Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teachers as professional learners illustrate that engagement with authentic learning activities promotes meaningful learning and transferability to their communities of practice (COP) (e.g. Mackey, 2011). However, there appears to be paucity of literature with a focus on assessment in professional learning. This thesis explores formative assessment within online postgraduate courses designed for teachers as professional learners who aim to develop capacity to incorporate information communication technologies (ICT) in their own practice. Case studies are presented to richly illustrate the design, implementation and evaluation of the effectiveness of two courses; and then further re-examined to elucidate strategies and key characteristics that can foster (or hinder) online formative assessment. Authentic and developmental learning perspectives underpinned by situated cognition theory framed the design and interpretation within a multiple-case methodology. Evidence of experiences and perceptions of the teachers and their professional students included online observation, analysis of the discourse, and semi-structured interviews. An authentic learning environment that sustained productive engagement is illustrated in both case studies along with many techniques that the teachers designed to underpin formative assessment. A key characteristic in both courses was the design of authentic assessment activities that are relevant and meaningful in real-life contexts. Techniques identified included appropriate learner autonomy, and opportunities to negotiate shared understanding of learning goals and expected outcomes including the sharing of student-created artefacts. The online reification of the artefacts and other learning community support was enabled by the ongoing documentation through creative use of online discussion forums as a feature within the learning management system (LMS). These techniques enriched the processes of ongoing monitoring, assessment of evidence of learning and interactive formative feedback. Both teachers’ beliefs about self and peer feedback also enabled both teachers to design for productive synergies between formative and summative assessment that promoted engagement and deep learning. Additional synergies of discourse among peers related to immediacy, interactivity, and mutuality in which the students recognized themselves and valued their peers as source of constructive feedback. The students also demonstrated meaningful reflectivity that manifested reflexivity within the context of their professional practices. Online formative assessment is illustrated in both courses as a form of collaborative engagement in authentic learning, including assessment activities with opportunities for ongoing interactions and formative feedback. The open-ended authentic assessment activities supported professional learners to connect the online discourse to their own classroom practices, as well as keenly engage with authentic projects that are situated in their schools. Learner autonomy stimulated self-regulated learning in which students went beyond achievement of the expected learning outcomes for summative assessment to engaging with tasks and processes that matched their own learning goals, interests and contextual needs. Learners’ involvement within formative assessment processes enhanced opportunities to negotiate meanings which fostered shared authenticity.The inherent authenticity in the course design also stimulated application of prior knowledge and experiences in ways that promoted meaningful learning. Engagement in asynchronous dialogue as a community of learners with shared goals and practice elicited alterative perspectives and disorienting dilemmas. This stimulated learners to think in new ways and more critically and to develop relevant professional competencies in ICT. These in turn supported teachers as professional learners to confidently apply their developing pedagogical practices with ICT in their own classrooms; and to share those with school colleagues. This study illustrates ways that online formative assessment can be designed to support learners to develop relevant knowledge and professional skills that increase professional competencies. Incorporating authentic formative assessment in the course design also impacted teachers’ continuing professional development (CPD), and thus their schools. A key finding from this research is conceptualization of formative assessment as a collaborative pedagogical strategy in which both the teacher and students are active players. This research provides evidence that innovative integration of formative assessment in online settings can support committed professional learners to develop competencies that are transferable into their own practice. This suggests that ongoing formative assessment is an important strategy to increase the quality of online professional development in many fields, in addition to that of education.

O Brasil possui uma distribuição heterogênea de infraestrutura no setor da saúde, com diferentes níveis de qualificação profissional. Isto leva a variações na qualidade dos serviços de saúde no país. O cenário de Atenção Primária à Saúde (APS) possui um contingente de profissionais que necessita de ações de aperfeiçoamento profissional contínuas. Com esta necessidade de fortalecimento na política de formação de pessoal, a Organização Pan Americana de Saúde (OPAS) buscou a difusão da proposta de Educação Permanente em Saúde (EPS), objetivando alcançar um maior desenvolvimento dos sistemas de saúde na região. Este trabalho investigou como a Mineração Textual pode contribuir no processo de resposta de teleconsultorias a profissionais solicitantes. Aprimorando a recuperação de informação dentro da Plataforma de Telessaúde do Ministério da Saúde, para auxiliar o teleconsultor no seu processo de resposta, avaliou-se as possibilidades de melhoria das informações ofertadas, além de otimização do tempo de respostas. O minerador Sobek foi utilizado para extrair conceitos de um conjunto de solicitações de profissionais presentes na Plataforma. Um ambiente foi construído para armazenar estas minerações e disponibilizar uma pesquisa de solicitações que pudesse facilitar o processo de resposta de teleconsultoria. Foi realizado um estudo com 37 profissionais, que receberam teleconsultorias a serem respondidas no novo ambiente. Após realizarem este processo, os teleconsultores responderam a um questionário com questões abertas e fechadas que buscavam aferir possíveis benefícios das funcionalidades disponibilizadas quanto à precisão das respostas, autonomia e resolutividade dos profissionais solicitantes. Os resultados permitiram concluir que a lista de tópicos extraída pelo minerador Sobek, apresentada no ambiente de avaliação construído, pôde auxiliar na localização de informações pertinentes para a construção de respostas, na aceleração do processo de resposta e na construção de respostas mais informativas e precisas. Os teleconsultores que participaram da pesquisa também consideraram que a consulta de solicitações e respostas prévias pode contribuir na educação permanente de profissionais de saúde. As novas funções introduzidas no ambiente desenvolvido também foram consideradas como incrementos positivos no atual mecanismo de pesquisas da Plataforma de Telessaúde do Ministério da Saúde por 83% dos participantes, motivando estudos futuros sobre o emprego da mineração textual no contexto da Telessaúde. / Brazil has a clear heterogeneous infrastructure distribution, with different levels of professional qualification. This leads to variations in the quality of health services in the country. The Brazilian situation on Primary Health Care includes a profile of Family Health Teams that generally did not receive specialist qualification in terms of Primary Care, constituting a contingent of professionals who needs professional development activities. Because of such need for change in staff training policies, the Pan American Health Organization (PAHO) aimed for the diffusion of Permanent Health Education, trying to obtain adequate development of health services in the region. The main goal of this study has been to investigate how Text Mining could contribute to the teleconsulting process. Aiming to help the teleconsultants in their answering process, information retrieval inside the Health Ministry Telehealth Platform was enhanced. Then, the possibilities obtained through this enhancement were evaluated, such as better information provided and shorter answering time. Sobek Mining Tool was used extract a set of concepts of requests present in the platform. An evaluation environment was built to implement the proposed teleconsultation answering process. A study with 37 teleconsultant professionals was conducted, in which the participants solved two consultations. After that, they answered a questionnaire with open and closed questions, expressing their view about the answering process supported by the text mining tool. The evaluation covered aspects such as precision, autonomy and ability to solve the problem. Results showed that the list of concepts mined by Sobek, presented in the evaluation environment, helped in the search for relevant information related to the requests, speeding up the response process to build better and more accurate answers. The teleconsultants involved in this evaluation also considered how the search for previous requests and answers could contribute in continuing professional education. The new features presented in the evaluation environment were considered positive (83% of the participants) when compared with the current search mechanism present in the Health Ministry Telehealth Platform, encouraging future studies about text mining in the context of Telehealth. / Teleducação

O Brasil possui uma distribuição heterogênea de infraestrutura no setor da saúde, com diferentes níveis de qualificação profissional. Isto leva a variações na qualidade dos serviços de saúde no país. O cenário de Atenção Primária à Saúde (APS) possui um contingente de profissionais que necessita de ações de aperfeiçoamento profissional contínuas. Com esta necessidade de fortalecimento na política de formação de pessoal, a Organização Pan Americana de Saúde (OPAS) buscou a difusão da proposta de Educação Permanente em Saúde (EPS), objetivando alcançar um maior desenvolvimento dos sistemas de saúde na região. Este trabalho investigou como a Mineração Textual pode contribuir no processo de resposta de teleconsultorias a profissionais solicitantes. Aprimorando a recuperação de informação dentro da Plataforma de Telessaúde do Ministério da Saúde, para auxiliar o teleconsultor no seu processo de resposta, avaliou-se as possibilidades de melhoria das informações ofertadas, além de otimização do tempo de respostas. O minerador Sobek foi utilizado para extrair conceitos de um conjunto de solicitações de profissionais presentes na Plataforma. Um ambiente foi construído para armazenar estas minerações e disponibilizar uma pesquisa de solicitações que pudesse facilitar o processo de resposta de teleconsultoria. Foi realizado um estudo com 37 profissionais, que receberam teleconsultorias a serem respondidas no novo ambiente. Após realizarem este processo, os teleconsultores responderam a um questionário com questões abertas e fechadas que buscavam aferir possíveis benefícios das funcionalidades disponibilizadas quanto à precisão das respostas, autonomia e resolutividade dos profissionais solicitantes. Os resultados permitiram concluir que a lista de tópicos extraída pelo minerador Sobek, apresentada no ambiente de avaliação construído, pôde auxiliar na localização de informações pertinentes para a construção de respostas, na aceleração do processo de resposta e na construção de respostas mais informativas e precisas. Os teleconsultores que participaram da pesquisa também consideraram que a consulta de solicitações e respostas prévias pode contribuir na educação permanente de profissionais de saúde. As novas funções introduzidas no ambiente desenvolvido também foram consideradas como incrementos positivos no atual mecanismo de pesquisas da Plataforma de Telessaúde do Ministério da Saúde por 83% dos participantes, motivando estudos futuros sobre o emprego da mineração textual no contexto da Telessaúde. / Brazil has a clear heterogeneous infrastructure distribution, with different levels of professional qualification. This leads to variations in the quality of health services in the country. The Brazilian situation on Primary Health Care includes a profile of Family Health Teams that generally did not receive specialist qualification in terms of Primary Care, constituting a contingent of professionals who needs professional development activities. Because of such need for change in staff training policies, the Pan American Health Organization (PAHO) aimed for the diffusion of Permanent Health Education, trying to obtain adequate development of health services in the region. The main goal of this study has been to investigate how Text Mining could contribute to the teleconsulting process. Aiming to help the teleconsultants in their answering process, information retrieval inside the Health Ministry Telehealth Platform was enhanced. Then, the possibilities obtained through this enhancement were evaluated, such as better information provided and shorter answering time. Sobek Mining Tool was used extract a set of concepts of requests present in the platform. An evaluation environment was built to implement the proposed teleconsultation answering process. A study with 37 teleconsultant professionals was conducted, in which the participants solved two consultations. After that, they answered a questionnaire with open and closed questions, expressing their view about the answering process supported by the text mining tool. The evaluation covered aspects such as precision, autonomy and ability to solve the problem. Results showed that the list of concepts mined by Sobek, presented in the evaluation environment, helped in the search for relevant information related to the requests, speeding up the response process to build better and more accurate answers. The teleconsultants involved in this evaluation also considered how the search for previous requests and answers could contribute in continuing professional education. The new features presented in the evaluation environment were considered positive (83% of the participants) when compared with the current search mechanism present in the Health Ministry Telehealth Platform, encouraging future studies about text mining in the context of Telehealth. / Teleducação

O Brasil possui uma distribuição heterogênea de infraestrutura no setor da saúde, com diferentes níveis de qualificação profissional. Isto leva a variações na qualidade dos serviços de saúde no país. O cenário de Atenção Primária à Saúde (APS) possui um contingente de profissionais que necessita de ações de aperfeiçoamento profissional contínuas. Com esta necessidade de fortalecimento na política de formação de pessoal, a Organização Pan Americana de Saúde (OPAS) buscou a difusão da proposta de Educação Permanente em Saúde (EPS), objetivando alcançar um maior desenvolvimento dos sistemas de saúde na região. Este trabalho investigou como a Mineração Textual pode contribuir no processo de resposta de teleconsultorias a profissionais solicitantes. Aprimorando a recuperação de informação dentro da Plataforma de Telessaúde do Ministério da Saúde, para auxiliar o teleconsultor no seu processo de resposta, avaliou-se as possibilidades de melhoria das informações ofertadas, além de otimização do tempo de respostas. O minerador Sobek foi utilizado para extrair conceitos de um conjunto de solicitações de profissionais presentes na Plataforma. Um ambiente foi construído para armazenar estas minerações e disponibilizar uma pesquisa de solicitações que pudesse facilitar o processo de resposta de teleconsultoria. Foi realizado um estudo com 37 profissionais, que receberam teleconsultorias a serem respondidas no novo ambiente. Após realizarem este processo, os teleconsultores responderam a um questionário com questões abertas e fechadas que buscavam aferir possíveis benefícios das funcionalidades disponibilizadas quanto à precisão das respostas, autonomia e resolutividade dos profissionais solicitantes. Os resultados permitiram concluir que a lista de tópicos extraída pelo minerador Sobek, apresentada no ambiente de avaliação construído, pôde auxiliar na localização de informações pertinentes para a construção de respostas, na aceleração do processo de resposta e na construção de respostas mais informativas e precisas. Os teleconsultores que participaram da pesquisa também consideraram que a consulta de solicitações e respostas prévias pode contribuir na educação permanente de profissionais de saúde. As novas funções introduzidas no ambiente desenvolvido também foram consideradas como incrementos positivos no atual mecanismo de pesquisas da Plataforma de Telessaúde do Ministério da Saúde por 83% dos participantes, motivando estudos futuros sobre o emprego da mineração textual no contexto da Telessaúde. / Brazil has a clear heterogeneous infrastructure distribution, with different levels of professional qualification. This leads to variations in the quality of health services in the country. The Brazilian situation on Primary Health Care includes a profile of Family Health Teams that generally did not receive specialist qualification in terms of Primary Care, constituting a contingent of professionals who needs professional development activities. Because of such need for change in staff training policies, the Pan American Health Organization (PAHO) aimed for the diffusion of Permanent Health Education, trying to obtain adequate development of health services in the region. The main goal of this study has been to investigate how Text Mining could contribute to the teleconsulting process. Aiming to help the teleconsultants in their answering process, information retrieval inside the Health Ministry Telehealth Platform was enhanced. Then, the possibilities obtained through this enhancement were evaluated, such as better information provided and shorter answering time. Sobek Mining Tool was used extract a set of concepts of requests present in the platform. An evaluation environment was built to implement the proposed teleconsultation answering process. A study with 37 teleconsultant professionals was conducted, in which the participants solved two consultations. After that, they answered a questionnaire with open and closed questions, expressing their view about the answering process supported by the text mining tool. The evaluation covered aspects such as precision, autonomy and ability to solve the problem. Results showed that the list of concepts mined by Sobek, presented in the evaluation environment, helped in the search for relevant information related to the requests, speeding up the response process to build better and more accurate answers. The teleconsultants involved in this evaluation also considered how the search for previous requests and answers could contribute in continuing professional education. The new features presented in the evaluation environment were considered positive (83% of the participants) when compared with the current search mechanism present in the Health Ministry Telehealth Platform, encouraging future studies about text mining in the context of Telehealth. / Teleducação

Research has shown that South African mathematics performance is extremely poor compared to other countries that participated in the Trends in Mathematics and Science Study in 2015 and 2016, respectively. Most of the competing countries were developing and were disadvantaged by their socio-economic status compared to the more economically vibrant South Africa. However, South Africa came last in the mathematics and science standardised tests commonly referred to as the Annual National Assessment and National Benchmark Test. The poor performance of the country’s learners in mathematics is exacerbated by the inability of veteran mathematics teachers to adopt technological teaching methods and innovations during teaching and learning. The Mathletics programme is a modern teaching tool that links every aspect of mathematics teaching and learning and gives individual learners the ability to successfully engage in mathematics learning activities. The learner gains mental mathematics skills to solve mathematical problems and is then able to apply the acquired mathematical skills to solve similar mathematical problems in any given situation. This study aimed to investigate and develop the professional status of veteran primary school mathematics teachers through participatory action research to improve their understanding of the application of Mathletics during teaching and learning. The data for my study was collected via audiotape, semi-structured interviews, and participant observations. The participants were veteran mathematics primary school teachers between the ages of 40 and 59 from the Gauteng Department of Education, Tshwane South District Circuit 2. The interviews and observations were conducted at times and venues preferred by the participants at their respective schools. The main research finding of the study shows that the majority of the participating veteran primary school teachers are not fully prepared in terms of skills, resources and methods to effectively respond to the recent technological teaching and learning transformations. As a recommendation, this study needs further research to benefit more schools and more teachers, so that participatory action research (PAR) can be a method for continuing professional development (CPD). / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

This study describes and explains the perspectives of selected experts in continuing medical education (CME) and provides a glimpse at their lived experience. The theoretical frameworks are inclusive of constructivism and social constructivism reflecting the learning that takes place in medicine and that which occurs in the interview process. The voice of the researcher is heard through her professional role as a continuing medical education provider. The major elements of CME are identified as the role of accreditation and physician involvement in the design and delivery of CME; the primary influences as funding, physician involvement and accreditation; the significant issue is the expertise of CME providers; the future of CME is to be molded by the funding of CME, its providers and technology in continuing education venues. Performance improvement continuing medical education will continue to be the gold standard of accredited organizations. Implications for practice are many as the role of the CME provider changes to meet the expectations of the Accreditation Council for Continuing Medical Education, the Institute of Medicine and organizations such as the American Association of Medical Colleges and American Association of Colleges of Nursing. Future research studies could include the following: interviewing experts in similar work environments may provide more focused findings that would assist that particular segment of the profession and their respective institutions; a comparison of local and national providers may shed light on how similar or disparate they are in the design, delivery, measurement, and funding of CME; a prospective longitudinal study looking at the implementation and outcomes of the IOM initiative for conflict of interest in medicine, the IOM initiative for the redesign of continuing education in the health professions or interdisciplinary lifelong learning in the health professions as proposed by the AAMC and AACN; investigate the proposed Continuing Professional Development Institute in five to seven years to determine if it achieved the desired design and function, and finally, repeating this study with experts from the same categories in about ten years should reveal significant changes in continuing medical education as compared to the findings presented in the current study.

The 2019-2020 Academic Affairs Committee was charged with identifying promising practices in academic-practice partnerships and professional pharmacy organization initiatives that are accelerating the transformation of a workforce prepared to assume responsibility for society’s medication use needs in 2030 and determining the role AACP can plan in supporting these partnerships and initiatives. The committee identified a set of ideal principles, characteristics, and design elements of a high-quality, large-scale workforce development program. The committee also categorized current mechanisms for professional workforce development, in addition to identifying their strengths and weaknesses, with the realization that novel approaches are needed to accomplish the goal of large-scale workforce trans-formation. This report also highlights two existing initiatives aligned with accelerating the transformation of the workforce (ie, the Community Pharmacy Enhanced Services Network (CPESN) ACT (Academia-CPESN Transformation) Pharmacy Collaborative and the American Pharmacists Association ADVANCE platform) and is proposing a policy statement affirming AACP’s support. Further-more, the committee is proposing another policy statement supporting colleges and schools of pharmacy taking an active role in implementing innovative and novel approaches for the development of the current workforce. In order to truly understand the many factors influencing large-scale workforce transformation, the committee is also proposing a stakeholder conference with a wide range of participants and a targeted set of questions focused on current and future needs.

With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.

Purpose: This study had three objectives. The first objective was to develop the contents of a continuing professional development module (CPDM) for physical therapists geared toward increasing the use of standardized balance measures examine patients with balance dysfunction. The second objective was to assess the impact of the CPDM by measuring change in the clinicians' choice of measures using a patient case as well as the degree to which they changed their practice. The final purpose was to identify barriers and facilitators of knowledge translation using a CPDM. Subjects: A sample of convenience was used to recruit therapists through two home care agencies. Forty therapists participated in a one-day continuing professional development module (CPDM) regarding the use of standardized balance measures for patients with balance dysfunction. Method: A CPDM was designed based on the literature on adult learning, knowledge translation, and continuing professional development formats. Overlapping themes derived from this literature were combined to develop and present the module. Balance measures chosen for the content of the course were based on the literature and clinical relevance. Several tools were developed and administered to collect data on four levels of evaluation including: 1) participation using return rate of commitment to change forms, 2) satisfaction using a 5-point Likert evaluation form, 3) change in learning using change in pre/post case study scoring and a self assessment tool, and 4) change in performance using a commitment to change form and interview themes. Statistical tests used included descriptive, paired t-tests, and wilcoxon ranked sign test. In addition, semi-structured interviews were utilized. Results: Subjects satisfaction in the module was excellent and there was an 80% return rate of the commitment to change (CTC) forms. Statistically significant change scores were found in pre/post case study testing and self-assessment questions in regards to learning occurring following the module. Commitment to change forms and interview themes supported an actual change in clinicians' performance. Conclusion: Knowledge transfer can occur in a CPDM. The changes appeared to result from utilizing principles including accountability, multiple teaching strategies and facility support. The results of this study support the development of a CPDM to facilitate knowledge transfer in this specific area of physical therapy practice, as well as provide a model for other knowledge translation studies in the profession of physical therapy.

Made available in DSpace on 2016-04-27T16:32:46Z (GMT). No. of bitstreams: 1 Neusely Fernandes da Silva.pdf: 335347 bytes, checksum: c4a4ad5000e05baa4903e7a4e5feebbe (MD5) Previous issue date: 2013-05-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research Project aims to describe and analyze an in-service, continuing professional development program, by studying the case of José Áureio Monjardim, municipal elementary school in Vitória, ES. Since this pioneering program in the state of Espírito Santo is considered to be successful by its participants, the research also aims to understand the limits and possibilities of its creation and operation. In analyzing the program at JAM, this research seeks to detect, describe and analyze the conditions for the creation of a proposal for in-school, professional development as well as the characteristics that designate it as a collegiate activity. This research is primarily empirical in nature, making use of personal statements and interviews from 10 individuals, some who are still active participants at the school, who participated in the creation and execution of the school s project, including principals, school secretaries, teachers, school counselors, and parents. In addition, documents such as the school s original political-pedagogical project, laws and statues which regulate education at the national and local levels, the School Councils law, as well as documents related to the regulation of the school and its project, were obtained. The research covers the period that spans the project s birth in 1989 until 1996, when there was a change in the municipal government which initiated new policies regarding education in the municipality and a new phase for the school. From that point on, the school has had to struggle for its survival and to guarantee the continuation of what it has accomplished, discussion of which would require an additional investigation. The current research seeks to discuss questions regarding school organization using Linício Lima s work and use Andy Hargreaves work to understand more about the characteristics of collegiate organization and collegiality, among other authors whose work has contributed to an understanding of the scenario of school organization and teacher preparation. Along the way, it was possible to identify from the data five structuring elements which were of fundamental importance both for this study and for the continuing professional development for everyone at the school. These situations go beyond the relationships of the teachers to their normal activities, demonstrating that it is possible to carry out a project of teacher development and through this program promote significant changes in the school and create new perspectives about education / Este projeto de pesquisa objetiva descrever e analisar um programa de formação contínua em serviço, por meio do caso da Escola Municipal de Ensino Fundamental José Áureo Monjardim , em Vitória ES. Por ser um programa pioneiro no estado e de reconhecido sucesso entre os seus participantes, esta pesquisa objetiva também conhecer os limites e as possibilidades da sua criação e funcionamento. Analisando este programa do JAM esta pesquisa busca detectar, descrever e analisar as condições para a criação de uma proposta de formação na escola, bem como as características que a marcam como uma atividade colegiada. Trata-se de uma pesquisa primordialmente de caráter empírico com a contribuição de depoimentos e entrevistas, de 10 pessoas que participaram da criação e execução do projeto da escola JAM, incluindo as primeiras diretoras, secretários escolares, alguns professores e pedagogos, bem como pais de alunos, alguns ainda em atividade na escola. Foram obtidos também alguns documentos tais como o texto do Projeto Político Pedagógico original, as leis e estatutos que regem a educação tanto nacional quanto local, a lei do Conselho de Escola e documentos relacionados à regulamentação da escola e do seu projeto. Abrange o período que vai de seu nascimento em 1989 até 1996, quando acontece uma mudança de governo municipal de Vitória ES, instaurando-se uma nova política para a educação do município e uma nova fase para a escola. A partir de então, a escola passa a lutar pela sua permanência e garantia de continuidade de suas conquistas, momento que exigirá outro trabalho de investigação. A presente pesquisa busca com apoio de conceitos veiculados por Licínio Lima discutir as questões relativas à organização escolar e de Andy Hargreaves conhecer um pouco mais sobre as características da organização colegiada e da colegialidade. Outros autores também aparecem com contribuições par análises relativas à organização escolar e formação de professores. Mediante a análise dos dados foi possível detectar cinco elementos estruturantes, nesse percurso, os quais foram de fundamental importância para a existência do estudo e formação continuada para todos na escola. São situações que extrapolam as relações dos professores com as atividades regulares da escola demonstrando que é possível fazer um projeto de formação e por meio dele promover mudanças significativas na escola e na criação de novas perspectivas para a educação