LE@D - Laboratório de Educação a Distância e Elearning | Artigos em revistas / Papers in journals
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- Centros escolares: espaços de colaboração transformadora entre docentes da educação pré-escolar e do primeiro cicloPublication . Miranda, Helena; Abelha, Marta; Seabra, FilipaAs práticas colaborativas docentes têm sido objeto de crescente atenção, particularmente quanto ao impacto na melhoria do desempenho profissional e da qualidade do ensino. O reordenamento da rede escolar, em Portugal, ocorrido há duas décadas, congregou os docentes dos primeiros níveis de educação (anteriormente lecionando estabelecimentos dispersos) em centros escolares. O presente artigo apresenta dados de um estudo de caso realizado em centros escolares portugueses, equacionando se essa agregação estaria a propiciar a observação de práticas entre docentes, o incremento de atitudes de diálogo e de colaboração, e quais as suas repercussões no desenvolvimento profissional docente. Foram realizadas quatro entrevistas em focus group englobando, na totalidade, vinte e oito docentes de educação pré-escolar e 1º ciclo do ensino básico 5, complementadas por sete entrevistas individuais. Como resultados principais, evidenciou-se o ônus da tradição de individualismo e confirmaram-se as mais-valias do reordenamento escolar. Com efeito, a agregação conduziu a reconfigurações nas interações, nas metodologias de trabalho e nas práticas curriculares dos docentes envolvidos. As conclusões apontam para a viabilidade do papel do centro escolar enquanto recurso formativo privilegiado de fácil acesso, relevando na melhoria do desempenho profissional. Foi reconhecida uma contribuição mais importante ao convívio e ao trabalho entre pares, em detrimento de formações institucionalizadas.
- Editorial: Pedagogic innovation and student learning in higher education: perceptions, practices and challengesPublication . Fernandes, Sandra; Abelha, Marta; Alves, Anabela Carvalho; Oliveira, Ana Tereza FerreiraWithin the constantly evolving set of challenges faced by Higher Education institutions, pedagogic innovation has been at the heart of the discussion on the quality of Education. Teaching, learning, and assessment methods have significantly changed in the recent years, which has led to a transformation in the role of students and teachers, giving the former a more active role in the construction of his/her own learning process and the latter the responsibility of creating the adequate learning environment. This Research Topic on “Pedagogic innovation and student learning in higher education: perceptions, practices, and challenges” compiles research and practice concerning pedagogic innovation and student learning in higher education, giving special attention to the perceptions, practices and challenges of all those involved in the process—students, teachers, employers, and other stakeholders. This Editorial describes the key ideas and objectives of the 22 articles accepted for publication in this Research Topic. Due to the variety of article types (14 Original Research, 2 Curriculum, Instruction and Pedagogy, 2 Systematic Reviews, 1 Perspective, 1 Methods, 1 Opinion, and 1 Study Protocol) included in the Research Topic, it offers a diverse array of insights and perspectives. While each article has its unique focus, it is possible to identify three main common themes that emerged from articles included in this Research Topic. They are: (1) Innovative Pedagogical Approaches; (2) Student Learning and Development; and (3) Teaching and Faculty Perspectives.
- Educators by proxy: emergency remote teaching and learning from the voice of parentsPublication . Seabra, Filipa; Abelha, Marta; Aires, Luísa; Teixeira, AntónioIntroduction: The COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their children they faced and what advantages they acknowledged in the process. The present study focuses on Portuguese parents’ views on this process. Methods: Data were gathered in April and May 2020 through an online questionnaire answered by 184 parents of preschool, basic, and secondary education students (ages 3–18). The present paper presents data from open questions analyzed by deductive and inductive content analysis using MaxQDA. Results and discussion: Results evidence three overarching themes: equity, parental labor, and the meaning of school. Parents reveal substantial difficulties juggling the role of proxy educator and parent and point to inequalities - including those concerning very young children, children with disabilities or learning difficulties, students enrolled in professional education, families with insufficient access to technologies, and parents working from home. The school is portrayed as a crucial environment for development, a designated space for learning and caretaking, but also a relational and emotional context. Despite this scenario, parents acknowledge ERTL as having positive aspects and as the possible outlet to keep education going even in extreme situations.
- Emergency remote teaching and learning and teachers’ digital competencePublication . Seabra, Filipa; Aires, Luísa; Abelha, Marta; Teixeira, AntónioThe challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education.
- Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptionsPublication . Seabra, Filipa; Teixeira, António; Abelha, Marta; Aires, LuísaEmergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.
- Equidade e inclusão nas políticas de educação: perspetivas a partir dos relatórios de avaliação externa de escolasPublication . Seabra, Filipa; Mouraz, Ana; Abelha, Marta; Henriques, SusanaRegista-se uma centralidade crescente dos temas da equidade e inclusão em educação, e parece consolidar-se a viragem de perspetivas mais restritas sobre estes conceitos, para uma visão que entende a necessidade de os estender a todos os alunos, dando resposta à diversidade das suas características, necessidades e potencialidades. Em Portugal, o Decreto-lei 54/2018 veio plasmar essa viragem, acompanhando o que tem vindo a ser preconizado a nível internacional. Também a avaliação externa de escolas (AEE) salienta, no seu terceiro ciclo, temas relacionados com a equidade e a inclusão, incluindo no seu Quadro de Referência, referentes como a “Promoção da equidade e inclusão de todas as crianças e todos os alunos” e “Resultados para a equidade, inclusão e excelência” (IGEC, 2019). Assinalando esta convergência, e reconhecendo o papel que a AEE tem assumido em termos de indução de práticas e transformação dos discursos, apresentamos uma análise dos relatórios do terceiro ciclo de avaliação externa de escolas, salientando questões relacionadas com a equidade e inclusão. Concretamente, questionámos em que domínios do referencial se destacam as referências a estes conceitos, quais as perspetivas de equidade e inclusão presentes nestes documentos, quem são os alvos preferenciais desta preocupação com a equidade e inclusão, e que medidas adotadas pelas escolas são salientadas nos relatórios. Enriquecemos ainda a análise com uma perspetiva diacrónica, com base nos relatórios anteriores das mesmas escolas agora consideradas. Os resultados apontam para uma preocupação com estes conceitos desde o arranque da AEE e uma interpretação crescentemente aberta dos mesmos.
- Graduate employability and competence development in higher education: a systematic literature review using PRISMAPublication . Abelha, Marta; Fernandes, Sandra; Mesquita, Diana; Seabra, Filipa; Oliveira, Ana Teresa FerreiraThis paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education
- Learning in troubled times: parents' perspectives on emergency remote teaching and learningPublication . Seabra, Filipa; Abelha, Marta; Teixeira, António; Aires, LuísaThe COVID‐19 pandemic triggered profound social consequences, affecting all aspects of human activity, including education. The process of remote teaching that was implemented in response to this crisis is known as emergency remote teaching and learning (ERTL). The present study focuses on Portuguese parents’ perspectives about this process. Data were gathered through an online questionnaire, answered by 203 parents of preschool, basic, and secondary education students (ages 3–18), focusing on self‐perceived digital competence, satisfaction with ERTL, and pedagogical activities developed with their children. Parents were moderately satisfied with ERTL but expressed a marked increase in their workload, particularly those working from home. Parents of children in the second cycle of basic education (ages 10–12) were less satisfied with the process. A variety of activities was promoted, responding to different educational levels’ characteristics. Results show the importance of promoting parents’ digital competence and directing support policies, particularly to parents of younger children (ages 3–12), and raise concerns about equity.
- Policies and practices of external evaluation of schools: spaces for teacher collaboration?Publication . Seabra, Filipa; Abelha, Marta; Henriques, Susana; Mouraz, AnaA profissão de docente foi tradicionalmente uma profissão solitária. Todavia, cada vez mais, quer pela consciência da complexidade da tarefa que é educar, quer pela emergência de uma ideia de currículo assente em competências transversais, o trabalho colaborativo dos professores tem sido objeto de maior atenção pela investigação. A colaboração docente tem uma existência paradoxal nas escolas, uma vez que tem sido desejada no âmbito das políticas educativas e nos discursos dos professores e das escolas, mas são parcas as práticas que refletem autêntico trabalho colaborativo docente. No presente artigo procura-se identificar de que formas se operacionaliza esta colaboração nas escolas. O olhar é estabelecido a partir do referencial e dos relatórios do 3º ciclo da Avaliação Externa das Escolas levada a cabo pela Inspeção Geral da Educação e Ciência em Portugal. O estudo usa a análise documental como técnica de recolha de dados e a análise de conteúdo como técnica de análise de dados. Os resultados salientam a valorização transversal do trabalho colaborativo como meta desejável a promover na melhoria das práticas pedagógicas, de modo relacionado com a supervisão.
- Schools’ strengths and areas for improvement: perspectives from external evaluation reportsPublication . Seabra, Filipa; Henriques, Susana; Mouraz, Ana; Abelha, Marta; Tavares, AnaIn the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports— the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities.