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Publication
Turmas do 1º Ciclo do Ensino Básico com mais do que um ano de escolaridade: conceções e estratégias dos docentes
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.09 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico e é um reflexo das aprendizagens adquiridas ao longo do Mestrado, com especial foco nas Práticas de Ensino Supervisionadas e num estudo realizado durante e depois do mesmo, sobre turmas com diferentes anos de escolaridade.
A existência destas turmas continua a ser uma realidade que preocupa muitos professores. Com este estudo pretendemos compreender as conceções dos docentes sobre estes tipos de turmas, nomeadamente as potencialidades encontradas, as maiores dificuldades sentidas e as estratégias que encontram para enfrentar essas dificuldades ao lecionar e, desta forma, fornecer ferramentas que permitam preparar professores a lecionar em turmas com estas características. Trata-se de um estudo de natureza qualitativa, onde optámos pelo método “estudo de caso”. A amostra foi constituída por 106 docentes. Para a recolha dos dados foi utilizado um questionário distribuído online, registos no diário de bordo durante uma prática de ensino supervisionada e duas conversas informais, registadas também no diário de bordo.
This report was prepared in the ambit of a Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education and is a reflection of the learning acquired during the Master's program, with special focus on Supervised Teaching Practices and on a study carried out during and after the same, on classes with different years of schooling. The existence of these classes continues to be a reality that worries many teachers. With this study we intend to understand the conceptions of teachers on these types of classes, namely the potentialities encountered, the greatest difficulties experienced and the strategies they encounter to face these difficulties in teaching and, in this way, provide tools to prepare teachers to teach in classes with these characteristics. This is a qualitative study, where we chose the "case study" method. The sample consisted of 106 teachers. For the data collection were used a questionnaire, distributed online, a logbook used during a supervised teaching practice and two informal conversations, also recorded in the logbook.
This report was prepared in the ambit of a Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education and is a reflection of the learning acquired during the Master's program, with special focus on Supervised Teaching Practices and on a study carried out during and after the same, on classes with different years of schooling. The existence of these classes continues to be a reality that worries many teachers. With this study we intend to understand the conceptions of teachers on these types of classes, namely the potentialities encountered, the greatest difficulties experienced and the strategies they encounter to face these difficulties in teaching and, in this way, provide tools to prepare teachers to teach in classes with these characteristics. This is a qualitative study, where we chose the "case study" method. The sample consisted of 106 teachers. For the data collection were used a questionnaire, distributed online, a logbook used during a supervised teaching practice and two informal conversations, also recorded in the logbook.
Description
Relatório final apresentado para a obtenção do grau de Mestre em Ensino do 1.º e 2.º
Ciclos do Ensino Básico
Keywords
1º ciclo do ensino básico turmas com diferentes anos de escolaridade articulação curricular conceções de docentes 1st cycle of basic education classes with different school grades curricular articulation teacher conceptions