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Advisor(s)
Abstract(s)
A melhoria da qualidade de ensino da linguagem escrita tem sido um ponto fundamental na política educacional de uma grande parte dos países. Deste fator, resulta que os professores se têm tornado numa questão de especial destaque no que diz respeito às práticas que implementam em sala de aula. Importa por isso entender de que forma os professores articulam as suas crenças com as suas práticas na sala de aula Gaitas e Martins (2009).
O presente estudo procura analisar os métodos e as conceções dos professores do 1.º CEB, no que diz respeito ao ensino da escrita, procurando: (i) conhecer o nível de investimento dos professores no enriquecimento e atualização da sua formação base na área do português; ii) identificar as suas crenças relativamente ao ensino da escrita na área do Português, (iii) relacionar as crenças com as suas práticas, de acordo com duas perspetivas: perspetiva social versus perspetiva tradicional; e (iv) comparar o método enunciado com as práticas observadas.
Para tal, realizou-se um estudo de natureza exploratória, inserido no paradigma interpretativo, tendo sido utilizada uma metodologia qualitativa, recorrendo a uma amostra de quatro docentes de quatro turmas de 1.º CEB, do 1.º ao 4.º ano, pertencentes a um agrupamento de escolas do concelho de Cascais. Os dados foram recolhidos ao longo do ano letivo 2017/2018 através das técnicas de inquérito por questionário e observação direta para certificação dos dados.
À semelhança do referido por Fang (1996), concluiu-se que nem sempre crenças dos professores correspondem às suas práticas.
ABSTRACT The improvement of the quality of written language teaching has become a fundamental point in educational policy in many countries. From this factor, it turns out that teachers have become a matter of special prominence in what concerns the practices they implement in the classroom. It is now important to understand how teachers articulate their beliefs with their practices in the classroom Gaitas & Martins (2009). The aim of this study is to analyze the methods and concepts of the teachers of the 1st CEB, regarding the teaching of writing, seeking to: (i) know the level of investment of teachers in the enrichment and updating of their basic training in the area of Portuguese, (ii) identify their beliefs regarding the teaching of writing in the Portuguese area, (iii) relate the beliefs with their practices, according to two perspectives: social perspective versus traditional perspective; and (iv) compare the method presented with observed practices. For this, a study of exploratory nature was performed, inserted in the interpretative paradigm, using a qualitative methodology in a sample of four teachers from four classes of 1st CEB, from the 1st to the 4th year, belonging to a group of schools in the municipality of Cascais. The data were collected during the 2017/2018 school year through the techniques of questionnaire survey and direct observation for data certification. As it was mentioned by Fang (1996), it was concluded that teachers' beliefs do not always correspond to their practices.
ABSTRACT The improvement of the quality of written language teaching has become a fundamental point in educational policy in many countries. From this factor, it turns out that teachers have become a matter of special prominence in what concerns the practices they implement in the classroom. It is now important to understand how teachers articulate their beliefs with their practices in the classroom Gaitas & Martins (2009). The aim of this study is to analyze the methods and concepts of the teachers of the 1st CEB, regarding the teaching of writing, seeking to: (i) know the level of investment of teachers in the enrichment and updating of their basic training in the area of Portuguese, (ii) identify their beliefs regarding the teaching of writing in the Portuguese area, (iii) relate the beliefs with their practices, according to two perspectives: social perspective versus traditional perspective; and (iv) compare the method presented with observed practices. For this, a study of exploratory nature was performed, inserted in the interpretative paradigm, using a qualitative methodology in a sample of four teachers from four classes of 1st CEB, from the 1st to the 4th year, belonging to a group of schools in the municipality of Cascais. The data were collected during the 2017/2018 school year through the techniques of questionnaire survey and direct observation for data certification. As it was mentioned by Fang (1996), it was concluded that teachers' beliefs do not always correspond to their practices.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa no 1.º e no 2.º Ciclo do Ensino Básico
Keywords
Ensino da escrita Métodos de ensino da escrita Conceções dos professores Práticas dos professores Writing teaching Writing teaching methods Teachers conceptions Teachers practices
Citation
Cardoso, M. M. C. (2018). O ensino da linguagem escrita no 1.º CEB: métodos, conceções e práticas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9534