U.Porto - Centre for Research and Intervention in Education

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Publications

Veteran teachers and digital technologies: myths, beliefs and professional development

Publication . Monteiro, Angélica; Mouraz, Ana; Dotta, Leanete Thomas

According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education is even more pertinent and relevant. This study aims to analyse veteran teachers’ perceptions about digital technologies and outline possible pathways for their professional development. Data collected through literature review and content analysis of veteran teachers’ perceptions, expressed in a continuing education training programme, show there are positive and negative thoughts and dilemmas related to the role of digital technology in education, and that there are myths regarding veteran teachers’ digital skills, competences and motivation to change practices, as well as misconceptions about the relationship between technologies and educational reforms. The results also indicate possible pathways to successful training practice with this target group.

2021Journal article

Open access

High school students as researchers about their school: exploring its potential for choices and skills

Publication . Torres, Ana Cristina; Mouraz, Ana

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences.

2021Journal article

Open access