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Mastery Learning : a revalorizaĆ§Ć£o de um modelo de ensino-aprendizagem em cursos profissionais
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Abstract(s)
A partir do ano lectivo 2004/2005, as escolas secundĆ”rias portuguesas passaram a incluir na sua oferta educativa Cursos Profissionais. SĆ£o cursos que devem responder aos perfis vocacionais dos alunos e Ć procura de tĆ©cnicos intermĆ©dios qualificados pelo tecido empresarial da regiĆ£o em que a escola estĆ” inserida. SĆ£o entendidos como alternativa aos cursos que visam, principalmente, o prosseguimento dos estudos, os cursos cientĆfico-humanĆsticos.
A necessidade de introduzir estes cursos nas escolas secundĆ”rias, pĆŗblicas e privadas, prende-se com o imperativo de, por um lado, proporcionar a todos os alunos aprendizagens significativas e duradouras, e, por outro, combater a discriminaĆ§Ć£o e a diferenciaĆ§Ć£o social e reduzir as taxas de abandono escolar.
Considerando as caracterĆsticas dos Cursos Profissionais, principalmente no que ser refere Ć sua estrutura modular, e o perfil particular da generalidade dos seus
alunos, marcados pelo insucesso, cremos ser premente encontrar um modelo de ensino-aprendizagem adequado. Acreditamos que o Mastery Learning (ML), suportado pelas crescentes potencialidades das tecnologias de informaĆ§Ć£o e de comunicaĆ§Ć£o, deve merecer uma revalorizaĆ§Ć£o neste contexto educativo.
DesenhĆ”mos, por conseguinte, um projecto de investigaĆ§Ć£o que visou operacionalizar o ML, Ć disciplina de InglĆŖs, numa turma de um Curso Profissional, numa escola secundĆ”ria pĆŗblica. Com esta investigaĆ§Ć£o-acĆ§Ć£o verificamos nĆ£o sĆ³ a adequaĆ§Ć£o deste modelo Ć estrutura dos Cursos Profissionais e Ć s caracterĆsticas do seu pĆŗblico, mas tambĆ©m identificamos dificuldades e levantamos questƵes perante a operacionalizaĆ§Ć£o contextualizada.
Com base nos resultados, obtidos atravĆ©s da aplicaĆ§Ć£o de diversos instrumentos, afirmamos que o ML merece ser revalorizado, pois revela ser, neste contexto educativo, um modelo de ensino com sucesso na aprendizagem.
In the 2004/2005 school year Portuguese Secondary Schools started to offer Vocational Courses as a possible route for their students. These courses seek to be a response to studentsā vocational profiles and to the lack of qualified intermediate technicians in the local labour market. These Vocational Courses are an alternative to those courses which are mainly designed for students who want to continue their studies. The Vocational Courses were introduced in Secondary Schools, private and public, to solve two main problems of the Portuguese school system: i) all students should have an opportunity to develop meaningful and lasting learning; ii) social discrimination and differentiation have to be fought and drop-out rates have to be reduced. Considering the features of the Vocational Courses, especially their modular structure, and the profile of most of their students, who have unsuccessful school experiences, we believe that it is necessary to find an appropriate model of teaching. We think that Mastery Learning (ML), backed up by constantly upgrading information and communication technologies, should be revalorized in this specific educational context. Thus, we have designed a research project to implement ML, in English class, with a group of students who are enrolled in a Vocational Course in a public secondary school. With this action-research, not only do we ascertain as to the appropriateness of this model to the structure and the public of the Vocational Courses, but we also identify difficulties and raise questions about this contextualized implementation. Based on the results which were obtained by using different instruments, we state that ML should be revalorized, since, in this educational context, it proves to be a teaching model which leads to successful learning.
In the 2004/2005 school year Portuguese Secondary Schools started to offer Vocational Courses as a possible route for their students. These courses seek to be a response to studentsā vocational profiles and to the lack of qualified intermediate technicians in the local labour market. These Vocational Courses are an alternative to those courses which are mainly designed for students who want to continue their studies. The Vocational Courses were introduced in Secondary Schools, private and public, to solve two main problems of the Portuguese school system: i) all students should have an opportunity to develop meaningful and lasting learning; ii) social discrimination and differentiation have to be fought and drop-out rates have to be reduced. Considering the features of the Vocational Courses, especially their modular structure, and the profile of most of their students, who have unsuccessful school experiences, we believe that it is necessary to find an appropriate model of teaching. We think that Mastery Learning (ML), backed up by constantly upgrading information and communication technologies, should be revalorized in this specific educational context. Thus, we have designed a research project to implement ML, in English class, with a group of students who are enrolled in a Vocational Course in a public secondary school. With this action-research, not only do we ascertain as to the appropriateness of this model to the structure and the public of the Vocational Courses, but we also identify difficulties and raise questions about this contextualized implementation. Based on the results which were obtained by using different instruments, we state that ML should be revalorized, since, in this educational context, it proves to be a teaching model which leads to successful learning.
Description
DissertaĆ§Ć£o de Mestrado em SupervisĆ£o PedagĆ³gica apresentada Ć Universidade Aberta
Keywords
Ensino profissional Modelos de ensino Mastery learning Desempenho Estudo de casos Mastery learning Vocational courses Performance levels
Citation
Marteleira, CĆ©lia Pereira - Mastery Learning [Em linha] : a revalorizaĆ§Ć£o de um modelo de ensino-aprendizagem em cursos profissionais. Lisboa : [s.n.], 2010. 2 vol.