Loading...
Publication
O feedback colaborativo como promotor de competĂȘncias de oralidade numa turma do 4Âș ano
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.51 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatĂłrio desenvolve-se no Ăąmbito da Unidade Curricular de PrĂĄtica de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.Âș Ciclo do Ensino BĂĄsico e de PortuguĂȘs e HistĂłria e Geografia de Portugal no 2.Âș Ciclo do Ensino BĂĄsico. Este trabalho visa descrever e analisar de forma reflexiva a prĂĄtica pedagĂłgica desenvolvida com uma turma do 4.Âș ano do 1.Âș CEB e com duas turmas do 5.Âș ano do 2.Âș CEB. Apresenta-se, igualmente, a investigação realizada durante a intervenção na turma de 4.Âș ano de escolaridade. Considerando o impacto e importĂąncia que a forma como nos expressamos pode ter na vida atual e futura das crianças e a relevĂąncia de refletirmos sobre o trabalho que desenvolvemos, foi desenvolvida uma investigação cuja problemĂĄtica orientadora foi a seguinte: De que forma o feedback dado pelo professor ou entre pares pode contribuir para uma autorregulação das apresentaçÔes orais dos alunos? No Ăąmbito da investigação, foram criadas rubricas de avaliação que tinham como objetivo ajudar os alunos na autorregulação dos momentos de apresentaçÔes orais e, por conseguinte, contribuir para o desenvolvimento de competĂȘncias de expressĂŁo oral. Face ao objeto de estudo, optou-se por um estudo exploratĂłrio, de natureza qualitativa, com recurso Ă observação participante, observação indireta e anĂĄlise estatĂstica das rubricas aplicadas. Os resultados do estudo permitem confirmar que o feedback dado pelo professor e pelos colegas, atravĂ©s das rubricas, foi fundamental para melhorar a autorregulação e as
competĂȘncias de expressĂŁo oral dos alunos. O acesso a critĂ©rios claros ajudou-os a estruturar e orientar as suas apresentaçÔes. As açÔes concretas indicadas nas rubricas mostraram aos alunos o que precisavam dominar para alcançar os objetivos. Isso contribuiu significativamente para o seu desenvolvimento.
This report is part of the Supervised Teaching Practice II Curricular Unit, which is part of the Master's Degree in Primary Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. This work aims to describe and reflectively analyze the pedagogical practice developed with a 4th grade class and two 5th grade classes. The research carried out during the intervention in the 4th grade class is also presented. Considering the impact and importance that the way we express ourselves can have on children's current and future lives and the relevance of reflecting on the work we do, a research project was carried out called: Collaborative feedback as a promoter of speaking skills in a 4th grade class. The problem that guided the entire study was the following: How can feedback given by the teacher or between peers contribute to selfregulation of students' oral presentations? As part of the research, assessment rubrics were created with the aim of helping students to self-regulate their oral presentations and therefore contribute to the development of oral expression skills. Given the object of study, we opted for an exploratory study of a mixed nature, using participant observation, indirect observation and statistical analysis of the rubrics applied. The results of the study confirm that the feedback given by the teacher and peers, through the rubrics, was fundamental in improving the students' self-regulation and oral expression skills. Access to clear criteria helped them structure and guide their presentations. The concrete actions indicated in the rubrics showed the students what they needed to master in order to achieve the objectives. This contributed significantly to their development.
This report is part of the Supervised Teaching Practice II Curricular Unit, which is part of the Master's Degree in Primary Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. This work aims to describe and reflectively analyze the pedagogical practice developed with a 4th grade class and two 5th grade classes. The research carried out during the intervention in the 4th grade class is also presented. Considering the impact and importance that the way we express ourselves can have on children's current and future lives and the relevance of reflecting on the work we do, a research project was carried out called: Collaborative feedback as a promoter of speaking skills in a 4th grade class. The problem that guided the entire study was the following: How can feedback given by the teacher or between peers contribute to selfregulation of students' oral presentations? As part of the research, assessment rubrics were created with the aim of helping students to self-regulate their oral presentations and therefore contribute to the development of oral expression skills. Given the object of study, we opted for an exploratory study of a mixed nature, using participant observation, indirect observation and statistical analysis of the rubrics applied. The results of the study confirm that the feedback given by the teacher and peers, through the rubrics, was fundamental in improving the students' self-regulation and oral expression skills. Access to clear criteria helped them structure and guide their presentations. The concrete actions indicated in the rubrics showed the students what they needed to master in order to achieve the objectives. This contributed significantly to their development.
Description
RelatĂłrio de PrĂĄtica de Ensino Supervisionada apresentado Ă Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.Âș Ciclo do Ensino BĂĄsico e de PortuguĂȘs e HistĂłria e Geografia de Portugal no 2.Âș Ciclo do Ensino BĂĄsico
Keywords
Autorregulação Avaliação formativa Feedback Oralidade Rubricas de avaliação Oral expression Formative assessment Rubrics Self-regulation
Pedagogical Context
Citation
Garcia, M. S. (2025). O feedback colaborativo como promotor de competĂȘncias de oralidade numa turma do 4Âș ano [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto PolitĂ©cnico de Lisboa]. RepositĂłrio Institucional do PolitĂ©cnico de Lisboa http://hdl.handle.net/10400.21/22243