Ciências da Educação / Educational Sciences
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Browsing Ciências da Educação / Educational Sciences by Field of Science and Technology (FOS) "Ciências Sociais::Ciências da Educação"
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- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- Decision making in virtual classrooms: a case for organisational democracy in teacher education for democracyPublication . Neves, Claudia; Oliveira, Juliana; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroOrganizational democracy in education emphasizes participatory decision-making processes, involving teachers, students, and other stakeholders in shaping educational policies and practices. In teacher education, organizational democracy involves decision-making that empower them to contribute to the design and improvement of educational programs. This concept underscores the importance of cocreating with teachers to foster democratic values and equip them with the knowledge, skills, and attitudes necessary to promote democratic principles within students and learning community. This approach fits into the ongoing discussion about education and the common good, questioning how education itself can be understood as “common” and as a promoter of common goods (Bollier, 2018; Velicu & Garcia -Lopez, 2020). Analyzing organizational democracy involves examining various dimensions to gain a comprehensive understanding of how democratic principles are embedded within the organizational structure and culture. The AECED project aims to develop a prototype of a pedagogical framework and guides to practice that encourages the development of activities based on arts-based embodied methods in order to provide experiences of democracy-as-becoming. The Portuguese case will carry out 4 of the case studies of the project based on the development of an online training course for teachers and educators who, using a Participatory Action-Research (PAR) methodology (Cornish, et al. 2023), will test the framework and guide in early years, primary and vocational education. In this paper we will present a set of data relating to the perceptions of teachers and educators that participated in the online course about the organizational transformation before and after the development of the activities based on the pedagogical framework and guides of AECED project. Our aim was to identify perceptions about the organizational transformation on the following dimensions: transformative dialogue, power sharing, holistic learning, relational well-being, collaborative decision-making, shared leadership, innovation, and Creativity; Conflict Resolution and Inclusivity and Diversity. By examining these dimensions, researchers and organizations can gain insights into the level of organizational democracy and identify areas for improvement or refinement.
- Digital skills and gender equity: perceptions and practices of portuguese primary education teachersPublication . Mouraz, AnaThis study aims to characterize the digital skills and pedagogical practices using digital technology among primary teachers (first CEB), as well as to map their understanding and practices of promoting gender equality using digital technology. To this end, an online questionnaire survey was conducted among teachers, which yielded 3871 valid responses, representing 17.5% of the population. The sample structure is identical to that of the population, in terms of sociodemographic and territorial characteristics, as well as to the years of schooling covered. It was found that teachers perceive themselves as digitally competent to carry out the essential part of their teaching tasks. Most have already tried to carry out a diverse set of pedagogical practices and activities using digital technology. However, as the overwhelming majority did not find differences between the uses that boys and girls make of digital technology, they also do not act to promote digital skills differently among girls. Some contextual variables were also found that explain these differences in perception and practices regarding digital in education.
- Intergenerational learning among teachers’ professional development and lifelong learning: an integrative review of primary researchPublication . Batista, Paula; Mouraz, Ana; Viana, Isabel; Graça, AmândioThis integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development.
- Plágio, inteligência artificial & citação de fontes: orientações geraisPublication . Oliveira, Susana M.No Ensino Superior, a produção de conhecimento baseia-se em três pilares fundamentais: ética, rigor e originalidade. Contudo, com o avanço das tecnologias, especialmente da Inteligência Artificial generativa, surgem novas questões sobre o que significa realmente produzir um trabalho original e bem fundamentado. Este recurso foi criado para esclarecer dúvidas sobre plágio, citação correta de fontes e o uso responsável da Inteligência Artificial em contexto académico. Aqui, os estudantes encontrarão orientações para evitar infrações, conhecer as normas de citação mais comuns e compreender como a Inteligência Artificial pode ser usada de forma ética e informada no percurso académico e profissional.
- Quem te viu e quem te vê: os sentidos do caminhoPublication . Mouraz, Ana; Torres, Ana Cristina; Fonte, RuiEste livro decorre do processo de intervenção e investigação do projeto Quem te viu e quem te vê (WAY). O projeto está em curso em quatro Agrupamentos de Escolas das Regiões Norte e Centro de Portugal, a saber: Agrupamento de Escolas Camilo Castelo Branco (Famalicão), Agrupamento de Escolas de Canas de Senhorim; Agrupamento de Escolas de Ribeirão ( Famalicão) e Escolas de S. pedro ( Vila Real). O projeto é investigado e monitorizado por uma equipa de investigadores de três Universidades portuguesas ( Universidade Aberta – Laboratório de educação a Distância e e-Learning; Universidade do Porto – Faculdade de Psicologia e de Ciências da Educação – Centro de Investigação e Intervenção Educativas; e Universidade de Trás os Montes e Alto Douro), que trazem para o projeto a complementaridade dos assuntos que têm Investigado. O projeto é financiado pela Fundação para a Ciência e a Tecnologia ( referência 2022.01025.PTDC), decorre até 2026 e está a entrar no seu segundo ano de implementação. O WAY visa aprofundar o conhecimento sobre o desenvolvimento da aprendizagem autorregulada de alunos do ensino secundário, através do seu envolvimento na observação dos pares durante as aulas. O título do projeto resume, não só, a estreita conexão entre a autorregulação das aprendizagens dos alunos e a observação dos pares que a equipa pretende estudar, mas também da importância da voz dos alunos e da sua participação nestes processos de pesquisa.
- Schools’ self-evaluation procedures relevant for primary and secondary schools: variables geometriesPublication . Mouraz, Ana; Beresova, Jana; Figueiredo, Carla; Sampaio, Marta; Vankova, Hanna; Pinto, DanielaThe significance of schools' self-evaluation is intrinsically linked to their autonomy and responsibility in interpreting and executing educational tasks. However, this authority is influenced by both European and national policies. This paper aims to compare the policies and practices underlying the process of school self-evaluation in Slovakia and Portugal. Employing a qualitative approach rooted in comparative research, this study involves analyzing legal documents and field notes collected through informal conversations with school board directors in both countries. While both nations demonstrate some influence from European recommendations in their objectives and procedures, disparities exist in their approaches and emphases. Notably, variations are evident in the purposes of schools' self-evaluation and the teams responsible for conducting it. Nevertheless, both countries underscore the importance of students' achievements within the framework of school self-evaluation.
- Self-perceived reasons to dropout from higher education: a case study in a Portuguese Faculty of EngineeringPublication . Mouraz, Ana; Sousa, ArmandoDropout from Higher Education (HE), that is, the number of students that totally leave a given HE institution is concerningly high, especially in times of crisis. Institutions struggle to minimize dropout, but limited data is available likely because gathering data from learners who dropped out is sensitive, likely involving private information. This paper presents a case study research on student dropout from a very large Portuguese engineering faculty. The main objectives of this research include to gain a better understanding about the reasons for dropout, from the former student’s point of view, and to build a profile for the dropout-at-risk student. The collected data was retrieved from institutional records and from 134 telephonic interviews with former students. The resulting data is analysed in both quantitative and qualitative ways. Results of all gathered dropout data are clustered into three profiles of students who dropout: those that “pull out”, those who were “pushed out” and those who “fall out”. Findings include that students do not decide to dropout by a simple single reason but rather a set of reasons. This research article includes 5 concrete improvement suggestions that are likely to reduce dropout. The two main suggestions are to better prepare the transition to HE and to make policies more flexible in times of crisis, example more flexible schedule.
- Self-regulated learning in secondary school: students' self-feedback in a peer observation programPublication . Torres, Ana Cristina; Duarte, Marina; Pinto, Daniela; Mouraz, AnaSelf-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.
- Transformar a educação para a democracia através de aprendizagens estéticas e corporizadasPublication . Juliana Oliveira; Neves, Claudia; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, PedroO projeto "Transforming Education for Democracy through Aesthetic and Embodied Learning, Responsive Pedagogies and Democracy-as-becoming" (AECED) visa transformar a educação para a democracia, enfatizando a aprendizagem estética e corporizada, bem como pedagogias responsivas.