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Authors
Advisor(s)
Abstract(s)
Dealing with the diversity of students in today's classrooms is a challenge teachers face. Indeed,
to believe that equal teaching for all can be advantageous is an illusion. It is precisely in this
context that pedagogical differentiation appears as a response that allows the teacher to
promote equal opportunities for all students.
The study that we propose to present is developed within the scope of this problem, under the
theme "Processes of pedagogical differentiation: perspectives of students of initial formation and
teachers of the Basic Education". The purpose of the research is to analyze the conceptions and
practices of teachers of Basic Education and students of initial teacher formation on the process
of pedagogical differentiation. The following specific objectives are identified: (i) characterize
the conceptions of students of the initial formation and teachers of Basic Education on the
processes of pedagogical differentiation; (ii) identify the practices of pedagogical differentiation
enunciated by teachers; (iii) compare the conceptions of students (future teachers) and teachers
about the processes of pedagogical differentiation and (iv) compare the teachers' conceptions
about the processes of pedagogical differentiation with the practices they enunciate. For this
purpose, a quantitative methodology was used. Thirty-one students from the initial teacher
formation courses and 51 teachers from Basic Education participated in the study. For the data
collection, the questionnaire survey was used. Data processing was carried out using the
Statistical Package for Social Sciences (SPSS) software.
The results of the study made it possible to show that the students of the initial formation have
conceptions closer to the theoretical references than the professors in exercise. For their part, teachers who show greater agreement with the appropriate conceptions about processes of
pedagogical differentiation, also refer to the use of pedagogical practices of differentiation with
their students.
Description
Keywords
Pedagogical differentiation Students of initial formation Teachers of basic education Concepts and practices
Citation
Duarte, V., Figueira, C. (2019) Processes of pedagogical differentiation: perspectives of the students of the initial formation and of teachers of the 1st CBE in Pires, C., Lino, L., Pereira, S., Leite, T. Atas do IV Encontro de Mestrados em Educação e Ensino da Escola Superior de Educação de Lisboa. (161-174) Lisboa: CIED - Centro Interdisciplinar de Estudos Educacionais da Escola Superior de Educação de Lisboa
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais da Escola Superior de Educação de Lisboa