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Publication
Supervisão colaborativa na capacitação digital de professores de física e química e o seu impacto no autoconceito académico de estudantes do ensino secundário
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| 2.74 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo tem como objetivo principal analisar os efeitos da supervisão
colaborativa na capacitação digital de professores de física e química e o seu impacto no
autoconceito académico dos estudantes do ensino secundário, procurando, deste modo, o
enriquecimento do processo de ensino e de aprendizagem e promovendo a
experimentação em ambientes de aprendizagem híbridos. O estudo foi desenvolvido com
seis professores do grupo disciplinar de física e química e cento e vinte e três estudantes
do ensino secundário (10º e 11º anos). Foi privilegiada uma investigação de natureza
qualitativa, baseada na metodologia de Design Based Research. A técnica utilizada para
a recolha de dados foi o inquérito por questionário, tendo sido realizada a análise às
respostas obtidas. O questionário aplicado aos estudantes foi elaborado com base nas
quatro dimensões originais da Self Concept as a Learner Scale: Motivação, Orientação
para a Tarefa, Confiança nas Capacidades e Relações com os Colegas. O cruzamento de
dados realizado, sugere que a estratégia pedagógica implementada através de supervisão
colaborativa teve consequências positivas ao nível do desenvolvimento das práticas
profissionais dos professores, o que se refletiu nos níveis de autoconceito elevado dos
estudantes, a nível da motivação para as atividades, do reforço da autonomia e da
colaboração, participação e interação nas atividades desenvolvidas entre pares e com o
professor.
The main purpose of this study is to analyze the effects of collaborative supervision on the digital empowerment of physics and chemistry teachers and its impact on the academic self-concept of secondary school students, thus seeking to enrich the teaching and learning process and promoting experimentation in hybrid learning environments. The study was developed with six teachers from the physics and chemistry disciplinary group and one hundred and twenty-three high school students (10th and 11th grades). A qualitative research was preferred, based on the Design Based Research methodology. The technique used for data collection was the questionnaire survey, and the obtained answers were analyzed. The questionnaire applied to students was based on the four original dimensions of the Self Concept as a Learner Scale: Motivation, Task Orientation, Confidence in Skills and Relationships with Colleagues. The cross-checking of data suggests that the pedagogical strategy implemented through collaborative supervision had positive consequences in terms of the development of teachers' professional practices, which was reflected in the students' high levels of self-concept, motivation for activities, increased autonomy, and collaboration, participation, and interaction in activities developed among peers and with the teacher.
The main purpose of this study is to analyze the effects of collaborative supervision on the digital empowerment of physics and chemistry teachers and its impact on the academic self-concept of secondary school students, thus seeking to enrich the teaching and learning process and promoting experimentation in hybrid learning environments. The study was developed with six teachers from the physics and chemistry disciplinary group and one hundred and twenty-three high school students (10th and 11th grades). A qualitative research was preferred, based on the Design Based Research methodology. The technique used for data collection was the questionnaire survey, and the obtained answers were analyzed. The questionnaire applied to students was based on the four original dimensions of the Self Concept as a Learner Scale: Motivation, Task Orientation, Confidence in Skills and Relationships with Colleagues. The cross-checking of data suggests that the pedagogical strategy implemented through collaborative supervision had positive consequences in terms of the development of teachers' professional practices, which was reflected in the students' high levels of self-concept, motivation for activities, increased autonomy, and collaboration, participation, and interaction in activities developed among peers and with the teacher.
Description
Keywords
Supervisão colaborativa Autoconceito académico Física Química Tecnologias digitais Ambientes híbridos de aprendizagem Collaborative supervision Academic self-concept Physics and chemistry Digital technologies Hbrid learning environments
Citation
Ferreira, Maria de Fátima dos Santos - Supervisão colaborativa na capacitação digital de professores de física e química e o seu impacto no autoconceito académico de estudantes do ensino secundário [Em linha]. [S.l.]: [s.n.], 2023. 158 p.