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- Perspectives on the transition to higher education in Europe: an approach focused on literaturePublication . Pinto, Daniela; Lopes, Amélia; Mouraz, AnaThis article aims to map the research trends on the processes of students’ transition to higher education in the European context. For this, a review of literature was carried out, aiming to understand how the processes of transition to higher education in Europe are being studied. The qualitative analysis of these references allowed us to understand how the research relates to the social and political situations in the contexts in which it occurs, and it was possible to identify relationships between research perspectives and the challenges of educational contexts over time. From this premise, there are also differences found between studies of the European context, in general, and those that are specific to the Portuguese context. While in the European context an educational perspective on the transition is highlighted, in the Portuguese context, a more psychological or individual perspective was found, with a greater focus on the student and his/her characteristics.
- A observação de pares como estratégia de supervisão colaborativa: procedimentos e resultadosPublication . Mouraz, Ana; Pinto, Daniela.As condições atuais de trabalho docentes desafiam-nos a encontrar formas de corresponder às, cada vez maiores, exigências desta profissão. Acreditamos que a colaboração e reflexão entre pares pode em muito contribuir para isso. Assim, surge o OPMUSA - Observação de Pares Multidisciplinar em Sala de Aula. Este projeto, desenvolvido pelo Observatório da Vida das Escolas (OBVIE), tem por principal objetivo desenvolver uma estrutura de supervisão pedagógica assente na multidisciplinaridade e no propósito da melhoria pedagógica, e estrutura-se num plano de observações de aulas entre pares. O projeto tem-nos mostrado que, para além da componente formativa e reflexiva, a observação de pares é também um instrumento poderoso de ampliação do conhecimento sobre aquilo que acontece dentro da sala de aula.
- Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective schoolPublication . Mouraz, Ana; Pinto, Daniela; Torres, Ana CristinaPeer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed.
- 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-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.