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As implicações dos ambientes educativos inovadores para as práticas dos professores
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Abstract(s)
Este trabalho apresenta um estudo acerca das perspetivas dos professores que frequentaram a unidade curricular “Ambientes Educativos Inovadores” (AEI) de um mestrado académico, sobre as características, vantagens e constrangimentos para as suas práticas associados a esses ambientes. O estudo é qualitativo, quanto ao modo de abordagem, e exploratório, quanto ao objetivo geral. O procedimento técnico usado foi um estudo de caso com sete professores. A recolha de dados foi realizada através das reflexões elaboradas pelos professores no final da unidade
curricular e de uma entrevista de grupo focado semiestruturada, aplicada a quatro participantes. Os dados foram processados através de uma análise de conteúdo. Quanto às características dos AEI, os professores globalmente
revelaram uma apropriação dos sete princípios de aprendizagem elencados pela OCDE (2017), embora de forma desigual. Relativamente às vantagens associadas à utilização dos AEI, foram referidas a colaboração entre
professores e entre alunos, a mudança no papel do professor e do aluno, a motivação e a autonomia dos alunos. No que diz respeito aos constrangimentos, os docentes indicaram o trabalho de preparação das atividades, a colaboração com outros colegas, a gestão da sala de aula, a resistência à mudança, a construção de recursos educativos e o
cumprimento do programa.
This work presents a study about the teachers’ perspectives about the characteristics, advantages and constraints of their practices associated with these environments. The teachers attended the “Innovative Learning Environments” (ILE) course of an academic master's degree. The study is qualitative, as to the way of approach, and exploratory, regarding the general objective. The methodological procedure used was a case study with seven teachers. The data collection was carried out through the reflections that the teachers elaborated at the end of the course and a focus group semi-structured interview applied to four participants. Data were processed through content analysis. As for the characteristics of the ILE, with different degrees, teachers have globally revealed an appropriation of the seven principles of learning listed by the OECD (2017) as characterizers of these environments. Concerning the advantages associated with the use of ILE, participants mentioned: collaboration between teachers and between students; the change in the role of teacher and student; students’ motivation and autonomy. With regard to the constraints, the teachers indicated the extensive work to prepare the activities, collaboration with other colleagues, classroom management, resistance to change, the elaboration of educational resources and time constraints due to the need to accomplish the standards.
This work presents a study about the teachers’ perspectives about the characteristics, advantages and constraints of their practices associated with these environments. The teachers attended the “Innovative Learning Environments” (ILE) course of an academic master's degree. The study is qualitative, as to the way of approach, and exploratory, regarding the general objective. The methodological procedure used was a case study with seven teachers. The data collection was carried out through the reflections that the teachers elaborated at the end of the course and a focus group semi-structured interview applied to four participants. Data were processed through content analysis. As for the characteristics of the ILE, with different degrees, teachers have globally revealed an appropriation of the seven principles of learning listed by the OECD (2017) as characterizers of these environments. Concerning the advantages associated with the use of ILE, participants mentioned: collaboration between teachers and between students; the change in the role of teacher and student; students’ motivation and autonomy. With regard to the constraints, the teachers indicated the extensive work to prepare the activities, collaboration with other colleagues, classroom management, resistance to change, the elaboration of educational resources and time constraints due to the need to accomplish the standards.
Description
Keywords
ambientes educativos inovadores formação de professores princípios de aprendizagem innovative learning environments learning principles teacher training
Citation
Correia, M, & Cavadas, B. (2019). As implicações dos ambientes educativos inovadores para as práticas dos professores. Revista de Investigación Educativa Universitaria, 2 (3), 143-159. https://rieu.webs.uvigo.es/index.htm