Preprint / Version 1





professional culture, teachers, collaborative work, collaboration, professional development


This article draws on Hargreaves' (1998) theory of teachers' different professional cultures and aims to provide evidence related to how collaborative work is perceived in schools, by teachers and leaders, and what practices are associated with it. Simultaneously, it allows us to reflect on the predominant professional culture among teachers. The modality used was the case study, inserted in a qualitative methodology, privileging the interpretative dimension of the participants over the reality experienced / perceived. Data were collected in 2018/2019 through document analysis and interviews with six elementary school teachers who teach at a private education institution in Lisbon, Portugal. The results allow us to conclude that teachers' work generally takes on forms of collaboration at a superficial level and they are concentrated in the same department. Although collaborative practices have also been identified, the results indicate the predominance of a “balkanized culture”.


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Author Biographies

Daniela Semião, UIDEF, Instituto de Educação da Universidade de Lisboa

Daniela Semião is a Doctoral Student in Teacher Education and Supervision at the Institute of Education of the University of Lisbon and a scholarship from the Foundation for Science and Technology at the Research and Development Unit in Education and Training. Master in Education, specializing in Supervision and Guidance of Professional Practice, by the Institute of Education of the University of Lisbon.

Luís Tinoca, UIDEF, Instituto de Educação da Universidade de Lisboa

Luís Tinoca is an Assistant Professor at the Institute of Education, University of Lisbon, with experience in the development of both graduate and undergraduate courses, as well as an active researcher in the areas of teacher education, competence-based curriculum design, innovative learning environments, and Higher Education Pedagogy. He is a member of the Education Research and Development Unit, a collaborator at the Distance Education Laboratory, and a member of the special interest group on Teacher Education at the European Association for Research on Learning and Instruction. He earned his Ph.D. in Science Education from the University of Texas at Austin in 2004.

Ana Sofia Pinho, UIDEF, Instituto de Educação da Universidade de Lisboa

Ana Sofia Pinho is an Assistant Professor at the Institute of Education of the University of Lisbon (IEUL), working in the area of ​​Curriculum and Teacher Training. PhD in Language Didactics, focusing on Teacher Training, from the University of Aveiro. Coordinates the Language Teaching theme of the Doctorate in Education, specialization Teacher Training and Supervision. Scientific guidelines in the areas of Didactics and curriculum development and Teacher Education. Co-convenor of Network 31 – Language and Education of the European Educational Research Association (EERA), member of UIDEF – Unit for Research and Development in Education and Training and collaborating member of CIDTFF – Center for Research on Didactics and Technology in Training for Trainers. He has participated in several national and international projects in the field of Language Didactics and Teacher Training.




Human Sciences