LE@D - Laboratório de Educação a Distância e Elearning | Comunicações em congressos, conferências, seminários / Communications
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- Avaliação externa de escolas (3º ciclo): perspectivas de avaliaçãoPublication . Henriques, Susana; Seabra, Filipa; Abelha, Marta
- Collaborative work among teachers: a study developed at the Polytechnic Institute of BenguelaPublication . Eduardo, Joana; Abelha, Marta; Seabra, Filipa; Mota, Ana SofiaAs schools currently face increasing complexity, teachers' work requires the development and consolidation of collaborative work practices that contribute to more efficient and effective regulation of teaching and learning processes. Research carried out in the context of teachers' collaborative work has highlighted its importance as one of the factors of change, development and improvement of teaching organizations [1], [2], [3], [4]. Thus, teacher collaboration is urgent, and now is the time for teacher collaboration to be considered as an institutional objective. In this sense, the primary purpose of this paper is to raise awareness about the dynamics of collaborative work among teachers from the Polytechnic Institute of Benguela. In order to respond to the research problem, three objectives were outlined, namely: i) to identify teachers' conceptions about teachers’ collaborative work; ii) to characterize the work dynamics that teachers claim to develop and iii) to investigate factors that may facilitate or hinder the development of teachers' collaborative work. The methodology adopted in this research assumed a primarily exploratory nature. The empirical study took place in the academic year of 2018 at the Polytechnic Institute of Benguela. The main data collection technique was a survey by questionnaire, applied to all of the institution’s 94 teachers, with 76 validated answers. Descriptive statistical analysis was the data analysis technique used. The main results of the study point to the predominance of teachers' individual work at the Polytechnic Institute of Benguela. They also reveal that teachers are aware of the benefits that collaborative work can bring to their professional development and express a willingness to experience more opportunities to develop collaborative work with colleagues.
- Education and equity: the case of the Fénix Project for the promotion of academic achievementPublication . Candeias, Carla; Seabra, Filipa; Abelha, Marta; Mota, Ana SofiaOne of the primary missions of the school is to provide quality education to all students, regardless of their socioeconomic status, of the educational level of their parents or of their particular conditions and needs, thus contributing to greater equity. However, not all students are able to learn at the same pace and under the same conditions as the majority. The development of projects and actions dealing with academic failure and dropout is essential. In this context, in 2008, the Fénix Project (included in the Mais Sucesso Escolar Program) was created in the Portuguese educational setting, trying to promote equal conditions for success, contributing to an increasingly equitable school. The Fénix project is based on an organizational school model that facilitates more individualized support to students with learning difficulties in the subjects of Portuguese Language, Mathematics, or other subject identified by the school according to their success rates. This article presents a case study implemented in a school cluster in the District of Setúbal that sought, through the implementation of the Fénix Project, to develop actions aimed at promoting school success among students from the four classes of the 5th grade. Three objectives were defined to respond to the research problem, respectively: i) to know the articulation, differentiation and curricular management practices of teachers involved in the Project; ii) to analyse the perceptions of students and teachers involved in the Project about its implementation and impact; and iii) to analyse the evolution of the academic results of the students participating in the Project. In order to achieve the proposed objectives, a mixed research methodology was used: the application of a questionnaire survey to all students (166) and teachers (15) involved in the project, and a documental analysis of the academic results of the students involved in the project. Statistical analysis and content analysis were the selected data analysis techniques. The main conclusions of the study point out that the Fénix Project was an asset, both for the majority of students involved, who considered that the Project contributed to their academic achievement (positive evolution of academic results), and for teachers, who reported having introduced curricular differentiation practices. A conclusion expected in the course of a project of this nature, especially in terms of students’ assessment.
- Equidade e inclusão: um olhar sobre os relatórios do 3.º ciclo de avaliação externa de escolasPublication . Seabra, Filipa; Henriques, Susana; Abelha, Marta; Mouraz, AnaOs temas da equidade e da inclusão têm estado no foco das preocupações educacionais recentes. O Decreto-lei 54/2018 apresenta um prisma abrangente relativamente à inclusão, salientando o trabalho que há a fazer com todos os alunos – em particular os mais vulneráveis à exclusão, mas não apenas os que apresentam deficiência ou dificuldades de aprendizagem – para uma efetiva participação, pertença e equidade, em resposta às suas necessidades e potencialidades, na senda do que tem sido preconizado a nível internacional (Agência Europeia para o Desenvolvimento da Educação Especial, 2009; Nações Unidas, 2015, 8º Congresso de Apoio Educacional Inclusivo, 2015). Também a avaliação externa de escolas 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). Assumindo o papel que a avaliação, nomeadamente a avaliação externa de escolas, possui para a indução de práticas e alteração dos discursos, propomo-nos apresentar, com base na análise de conteúdo dos relatórios já publicados no terceiro ciclo da Avaliação Externa de Escolas, incluindo os do estudo piloto, um mapeamento das formas como os conceitos de equidade e inclusão têm sido tratados. Questionamos, em particular, que tipos de práticas são consideradas nos relatórios como potenciadoras da equidade e inclusão, que práticas são apresentadas como entraves à sua prossecução, e em que medida e de que modos figuram estes conceitos nos pontos fortes e áreas de melhoria apontados às escolas. Nos casos em que tal é possível, por ter havido processos de avaliação externa de escolas anteriores ao 3.º ciclo, pretendemos também refletir sobre a evolução concetual do referencial da IGE, plasmada nos relatórios do 3.º ciclo e dos anos anteriores. Referências: 8º Congresso de Apoio Educacional Inclusivo (2015). Declaração de Lisboa sobre Equidade Educativa. Disponível em: http://isec2015lisbon-pt.weebly.com/declaracao-de-lisboa-sobre-equidade-educativa.html Agência Europeia para o Desenvolvimento da Educação Especial (2009). Princípios-Chave para a Promoção da Qualidade na Educação Inclusiva – Recomendações para Decisores Políticos, Odense, Denmark: European Agency for Development in Special Needs Education. Disponível em: https://www.european-agency.org/sites/default/files/key-principles-for-promoting-quality-in-inclusive-education_key-principles-PT.pdf IGEC (2019). Terceiro Ciclo de Avaliação Externa das Escolas. Quadro de Referência. Disponível em: https://www.igec.mec.pt/upload/AEE3_2018/AEE_3_Quadro_Ref.pdf UNESCO (2015). Declaração de Incheon: Educação 2030: rumo a uma educação de qualidade inclusiva e equitativa e à educação ao longo da vida para todos. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000233137_por
- Happy schools Portugal: elementos definidores da felicidade organizacional das escolasPublication . Gramaxo, Patrícia; Seabra, Filipa; Dutschke, Georg; Abelha, Marta
- Innovation and external evaluation of non-higher education schools in Portugal: a study based on external evaluation reportsPublication . Seabra, Filipa; Henriques, Susana; Abelha, Marta; Mouraz, Anaanswer the complex demands placed by current social dynamics. Responding to this fast-paced changing society, however, has to be a priority of educational systems. Evaluation and accountability processes have been recognized as essential mechanisms in order to validate innovation – both internally – centered on self-regulation and self-evaluation, - and externally – towards the context and society the educational institution answers to. However, external evaluation also carries a number of risks [3], which may lead schools away from innovation, and toward ‘safer’ choices in terms of a culture of performativity or an audit culture [4] [5] [6]. The current model of External School Evaluation of non-higher education schools in Portugal, which was piloted in 2018, stresses innovative practices, as they are a requirement for schools to achieve the maximum evaluation mention, and less directly since indicators related to innovative practices are included in its referential. Our communication is based on the documental analysis of the external evaluation reports produced in the current cycle of evaluation and the previous reports on the schools evaluated in this cycle, focusing on innovative practices and intending to answer the following questions: What kinds of practices are deemed as innovative in external evaluation reports? Were there mentions to innovation in those schools' previous reports? How are innovation practices promoted or hindered by the perspectives present in these reports? Fifteen such reports were analyzed by the authors (higher education teachers involved in a project concerned with external school evaluation funded by the Portuguese Foundation for Science and Technology: FCT PTDC/CEDEDG/30410/2017). Results show that there are both positive and negative remarks made about innovative practices in schools. Not all reports refer to innovative practices. Aspects considered innovative are mostly related to the domain «provision of educational service», and to a smaller extent, «leadership and management». Preliminary results show that some «innovative» practices may be reinforced by the external school evaluation reports, regardless of the overall assessment of the schools involved.
- Leadership by the curricular department coordinator: teacher' perceptionsPublication . Catarino, Sónia; Abelha, Marta; Lobo, Cristina Costa; Seabra, FilipaThe aim of this paper is to present a case study carried out in two clusters of schools in the metropolitan area of Oporto, Portugal. The study reflects upon the teachers’ perceptions about the coordinator as the "leader" of the curricular department and based on the problem: “What are the contributions of the coordinator’s leadership on the dynamics of teaching, developed in the curricular department? The following aims were defined: to analyze the role and functions of the coordinator of the curricular department from the perspective of the legal diplomas; to understand the coordinator’s perception concerning job accomplishment; to understand which practices are adopted by the coordinator concerning their curricular department in its daily action; to understand teachers’ perceptions with regard to the exercise of the coordinator’s tasks; to understand the coordinator’s influence upon teacher’s teaching practices; to identify features that teachers consider important to acknowledge the department coordinator as a leader. To accomplish this, a qualitative approach has been used, similar to a case study, using techniques such as surveys and interviews. The framework initially focused on an analysis of the legal framework at the level of legislative regulations, essentially, as they regard the position of curricular department coordinator and / or similar; later approaching the concepts of leadership, through a brief history about the theories of leadership. Based on the analysis of teachers’ opinions about the functions and influence of the coordinator, namely representation, communication, interaction, collaboration, promotion of personal initiative, problem solving and common objectives, we conclude that teachers' perceptions point to a coordinator with a predominantly transformational leadership.
- Literacy(ies) and skills in times of digital education: exploring communication and interaction in digitally mediated learning worldsPublication . Correia, Joana Duarte; Henriques, Susana; Fernandes, Sandra; Abelha, Marta; Seabra, FilipaThis article seeks to explore the notions of literacy(ies) and competences in times of digital education. The aim of the study was to understand, from perspectives of experts, what literacy(ies) and competences are in digital teaching-learning contexts, how they are operationalised, which strategies can be used for their development, and what are the opportunities and challenges for their application in digital education. Through a qualitative approach, four experts were interviewed as privileged informants in their areas of expertise. The individuals interviewed are academics with extensive research in the areas of literacy(ies), digital and infocommunication skills and digital education. The interviews were conducted during the first quarter of 2023, as part of a larger ongoing study - digital and infocommunicational competences in virtual learning environments: practices in e-learning curricular units in Portuguese Higher Education. According to these experts, digital is largely responsible for the recent changes in the world, but the most important thing is not learning or teaching digital: it is developing citizens' skills or competences, exploring communication and interaction in digitally mediated learning worlds. This demands the mobilization of competences to search and exchange information, and to interact with another people in digital environments. This can help citizens become more confident, critical, and open-minded users of today’s technologies.
- Perspectives on preschool curriculum in PortugalPublication . Carrachás, Natércia; Seabra, Filipa; Abelha, MartaThe present communication is focused on the curriculum of preschools in Portugal (ages 3 to 6) and how preschool educators and 1st cycle (ages 6 to 10) teachers, as well as preschool children’s parents perceive it. Firstly, preschool education is contextualized in order to better frame the need for an active investment in the valuing of this educational level. Given its short existence, accompanied by advancements and setbacks, the idea often perceived in social discourse about preschool education in Portugal is often not one of an activity aimed at the global development of children, as assistentialist conceptions persist. However, while there isn’t a structured curriculum for preschool, there are Curricular Guidelines for Preschool Education (CGPE), a set of general principles which contribute to the childhood educators’ decisions about their educational practice and the educational intentionality of the activities developed with children. This document is a referential for the national network of preschool education for the construction of curriculum, which retains a wide margin of decision for the contextualization and differentiation of curriculum, acknowledging the childhood educators’ role as a curriculum decision maker. The aim of this study was to understand the conception that preschool teachers, 1st cycle teachers and some parents have about this level of education as well as to understand if they recognize the importance of developing personal and social skills together with other content areas which might be a facilitating scafold for the entrance in the following cycle. This study, using a mixed methodology, included semi-structured interviews to preschool educators (eight interviewees), and questionnaires to 1st cyle teachers (fourty nine) and parents (seventy-eight) of four schools in a region of inner Portugal, the district of Beja. The research followed the ethical norms for research in the social sciences, namely informed consent by participants and preservation of anonymity. Data gathering instruments were approved by the Ministry of Education as well as by the pedagogical councils and directors of the four school clusters involved. The main results show that all the preschool educators surveyed base their curriculum building process on the CGPE, some referring to this document as their «Bible» and also as the foundation of their planning and assessment practices. However important the document is deemed, it is not the sole foundation for their curricular decision-making, as children themselves and schools’ other internal documents and projects are also taken into account. Although primary school teachers know about the existence of the CGPE, they don’t demonstrate a broad understanding about its content, although they identify practices of coordination with preschool educators to prepare the students’ transition between educational cycles. They also recognize that the work carried out in preschool aims to facilitate future learning processes by the children. On the other hand, parents revealed a more passive attitude towards their children’s activities in preschool.
- O Projeto Coopera Escola+ 21-23 como promotor da aprendizagem cooperativa: efeitos de uma oficina de formaçãoPublication . Mendes, Vanessa; Moreira, Sónia; Abelha, MartaNuma sociedade em constante transformação, as escolas enfrentam enormes desafios. Nesse sentido, emerge o Projeto COOPERA Escola+ 21|23 que pretende impulsionar a transformação de práticas pedagógicas diferenciadoras. Este projeto tem como modelo teórico e pedagógico a Aprendizagem Cooperativa (AC), desafiando professores e alunos a vivenciarem experiências pedagógicas, que trazem identidade às escolas, integrando a Estratégia Nacional da Educação para a Cidadania, a Avaliação Pedagógica, a Educação Inclusiva, o Plano de Transição Digital, o Ensino Experimental das Ciências e o Bem-Estar Social e Emocional, indo ao encontro das competências inscritas no Perfil dos Alunos à saída da Escolaridade Obrigatória (PASEO). O projeto desenvolve diferentes ações, investindo na reconfiguração das práticas pedagógicas com incidência na formação docente. Neste contexto, encontra-se em fase de conclusão, uma dissertação de mestrado, que incide sobre o desenvolvimento do trabalho docente, numa ação de formação, dinamizada pelo Coopera Escola+ 21|23, designada por Comunidades Cooperativas de Aprendizagem Profissional (CCAP), nível 1. Este estudo é centrado, exclusivamente, nos 13 formandos que frequentaram a CCAP, pertencentes a um Agrupamento de Escolas da zona norte, de diferentes níveis de ensino (pré-escolar, 1.º e 3.º ciclos), tendo em conta as sessões presenciais, em que os professores, já em grupos cooperativos experienciam os métodos de AC. O trabalho autónomo implica a implementação desses métodos junto dos alunos. Desta forma, procura-se compreender em que medida os efeitos desta CCAP, no âmbito do trabalho presencial e do trabalho autónomo, se refletem na promoção e utilização da AC em contexto educativo. Os principais resultados obtidos permitem: caracterizar a perceção dos professores relativamente à AC (conceções, mais-valias, dificuldades e motivações); identificar práticas docentes, tendo como modelo a AC que os professores afirmam desenvolver; caracterizar o trabalho em equipa da CCAP e compreender, na perspetiva dos formandos, em que medida a CCAP contribuiu para o seu desenvolvimento profissional.