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Abstract(s)
O presente Relatório Final, elaborado no âmbito da unidade curricular Prática de Ensino Supervisionada II, encontra-se dividido em duas partes. Numa primeira, são analisadas e descritas as práticas de ensino supervisionada. Na segunda parte, encontra-se a investigação desenvolvida em 1.º Ciclo do Ensino Básico.
O estudo anteriormente mencionado realizou-se numa turma de 1.º ano e tinha como questão problema: «De que forma os alunos integram o feedback entre pares e as suas estruturas na sua aprendizagem?». Desta forma, o presente estudo visava compreender as conceções dos alunos e do professor sobre o feedback, as tipologias de feedback entre pares dadas pelos alunos, bem como a forma como estes integram o feedback dado pelos colegas na sua aprendizagem. Como tal, foram definidas as seguintes questões de investigação: (i) Quais as conceções dos alunos e de um professor de 1.º Ciclo do Ensino Básico sobre o feedback? (ii) Que tipologia de feedback é dada pelos alunos nos Planos Individuais de Trabalho e nas comunicações? (iii) De que forma os alunos integram as sugestões dadas pelos colegas nos Planos Individuais de Trabalho, para o planeamento do seu Tempo de Estudo Autónomo? O presente estudo assume uma metodologia qualitativa, sendo caracterizado como um estudo de caso. Assim, a recolha de dados baseou-se na recolha de produções, gravações das interações em aula, bem como entrevistas iniciais e finais aos alunos. Face à natureza dos dados, foi preconizada a análise de conteúdo como método de análise dos dados. Com os dados da presente investigação compreendeu-se que as tipologias de feedback dadas pelos alunos são bastantes distintas, no entanto é necessário o apoio e mediação do professor, como forma de conduzir os alunos a tipologias de feedback progressivamente mais complexas e que, consequentemente, tenham contributos no trabalho dos colegas. No entanto a maior dificuldade na introdução de feedback entre pares prende-se com a integração desse mesmo feedback no seu trabalho.
This Final Report, drawn up as part of the course Supervised Teaching Practice II, is divided into two parts. The first part analyzes and describes the supervised teaching practices. The second part contains the research carried out in the 1st Cycle of Basic Education. The study took place in a 1st grade class and its problem question was: «How do students integrate peer feedback and its structures into their learning? ». In this way, this study aimed to understand the students' and the teacher's conceptions of feedback, the types of peer feedback given by the students, as well as how they integrate the feedback given by their peers into their learning. As such, the following research questions were defined: (i) What are the students' and an elementary school teacher’s conception of feedback? (ii) What type of feedback do students give in their Individual Work Plans and in their communications? (iii) How do students integrate the suggestions given by their peers in their Individual Work Plans when planning their Self-Study Time? Data collection was based on the collection of productions, recordings of interactions in class, as well as initial and final interviews with the students. Given the nature of the data, content analysis was used as the method of data analysis. The data from this research showed that the types of feedback given by the students are quite different, although the teacher's support and mediation is necessary to lead the students to progressively more complex types of feedback and, consequently, to contribute to their colleagues' work. However, the biggest difficulty in introducing peer feedback is integrating it into their work.
This Final Report, drawn up as part of the course Supervised Teaching Practice II, is divided into two parts. The first part analyzes and describes the supervised teaching practices. The second part contains the research carried out in the 1st Cycle of Basic Education. The study took place in a 1st grade class and its problem question was: «How do students integrate peer feedback and its structures into their learning? ». In this way, this study aimed to understand the students' and the teacher's conceptions of feedback, the types of peer feedback given by the students, as well as how they integrate the feedback given by their peers into their learning. As such, the following research questions were defined: (i) What are the students' and an elementary school teacher’s conception of feedback? (ii) What type of feedback do students give in their Individual Work Plans and in their communications? (iii) How do students integrate the suggestions given by their peers in their Individual Work Plans when planning their Self-Study Time? Data collection was based on the collection of productions, recordings of interactions in class, as well as initial and final interviews with the students. Given the nature of the data, content analysis was used as the method of data analysis. The data from this research showed that the types of feedback given by the students are quite different, although the teacher's support and mediation is necessary to lead the students to progressively more complex types of feedback and, consequently, to contribute to their colleagues' work. However, the biggest difficulty in introducing peer feedback is integrating it into their work.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais
no 2.º Ciclo do Ensino Básico
Keywords
Feedback Feedback entre pares Tipologias de feedback Integração do feedback Peer feedback Types of feedback Integration of feedback
Citation
Barata, I. A. R. (2024). O papel do feedback entre pares no sucesso escolar dos alunos de 1.ºAno (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18044