I2P - Publicações em Livros de Atas Internacionais / Papers in International Proceedings

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    Mind full of colour: an AR Game to help inpatients with anorexia nervosa
    (Tampere University; Centre of Excellence in Game Culture Studies, 2022-05) Giesteira, Bruno; Peçaibes, Viviane; Cardoso, Pedro; Castro, Liliana; Assaf, Rodrigo; Simão, Fátima; Araújo, Maria
    Anorexia Nervosa (AN) is a mental disorder that causes serious damage to one's health and well-being, especially in the young [...].
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    The role of leadership in promoting social responsibility in Higher Education
    (IATED Academy, 2022-11) Albuquerque, Ana Sílvia; Fernandes, Sandra; Morais, Paula; Pereira, Adelaide
    This study aims to analyse the role played by the academic leadership in developing pedagogical practices promoting social responsibility in a private higher education institution in the north of Portugal. Despite the limited research in the area, the interest in this subject has been growing in recent years. In this study, we attempt to understand the pedagogical methodologies that promote social responsibility competencies in the students. Higher education institutions must direct their activities and knowledge to both the internal and external communities, contributing to solving concrete social problems. Academic leaderships are central in this process because they are essential in promoting pedagogical practices aligned with the higher education institutions' social responsibility, like the active teaching/learning methodologies (e.g. project-based learning and service-learning). In this work, we focused on the qualitative methodology through the case study method. The participants of this study are students, lecturers and academics with leadership roles in a private higher education institution. The authors collected the data used in this study through questionnaires, semi-structured interviews, written narratives, and documental analysis. The study reveals that pedagogical practices implementation aligned with social responsibility leads to an improvement of the students' qualifications and helps in their development as socially responsible citizens, acknowledging, however, some lack of interest by the lecturers in adopting active pedagogical practices. Nevertheless, the academic leaders interviewed (e.g. lecturers who are members of the administrative body) have described the development of personal and professional qualification projects that instil the importance of active citizenship in the students and whose results are analysed to improve the process of continuous learning. We conclude that promoting social responsibility competencies to students in all higher education courses is essential and that this should be done using active methodologies. We intend that this work will contribute to the debate about the importance of leadership in higher education institutions, promoting pedagogical innovation, social responsibility, and sustainability practices.
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    Development of creativity and critical thinking skills: Findings from students participating in a PBL experience
    (IATED Academy, 2023-07) Lopes, Filomena Castro; Fernandes, Sandra
    Finding ways to promote the development of skills needed for a successful transition of students from higher education to the labour market is an important issue that needs to be considered by teachers, when organizing the teaching and learning process. Active learning methods, in particular, Project Based Learning (PBL) have proven to be an effective teaching learning approach, bringing the reality of work to the classroom and thus improving the development of student skills. Creativity and critical thinking have been pointed out, in different studies, as one of the most relevant and necessary skills in the labour market since they support the development of societies. In addition, the increasing digitization of human work and the advancement of artificial intelligence reinforce the importance of developing these skills in students, since they are skills that are more difficult to automate and become one of the most valued by the job market. This paper aims to analyse how creativity and critical thinking are developed in the context of a PBL experience. The paper begins with an understanding of what is meant by creativity and critical thinking and then discusses the development of this competence through PBL. It ends with the analysis of a survey applied to students of the 3rd year of the Management degree, within the scope of the curricular unit called Information Systems for Management, which aimed to i) analyse how the teacher, throughout the project (PBL), contributes to the development of these competences and ii) to assess whether the students felt that PBL contributes to the development of these competences.
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    Integration of Sustainable Development Goals (SDG) in the curriculum: Findings based on the analysis of higher education programmes
    (IATED Academy, 2023-07) Albuquerque, Ana Sílvia; Fernandes, Sandra; Araújo, Alexandra M.; Morais, Paula; Barros, Elisabete
    Higher education institutions play a vital role in achieving Sustainable Development Goals (SDGs). Therefore, the integration of SDGs in higher education curriculum and pedagogic practices is essential to ensure that students are equipped with the knowledge, skills, and values needed to address complex social and environmental challenges and promote sustainable development in their personal and professional lives. This study aims to investigate the extent to which higher education programmes integrate SDGs into their curricula. The research was conducted in a private higher education institution located in the north of Portugal. In this context, faculty training was developed as an institutional strategy to facilitate the incorporation of SDGs in higher education policies and practices. The study was based on a mixed-methods approach, including content analysis and semi-structured interviews. The content analysis was performed on the course outlines of selected graduate programmes from three different fields of study: business, engineering, and social sciences. To complement the content analysis, semi-structured interviews were conducted with faculty members responsible for curriculum design in the selected programmes. The preliminary results show that there is a growing trend in the integration of SDGs in the curriculum, especially in courses from the social sciences field. This integration is mainly focused on awareness-raising rather than action-oriented learning. The interviews, to be carried out in the second phase of the study, will allow to identify the main barriers and challenges to effective integration. The study also highlights the need for greater faculty support to effectively integrate the SDGs into the curriculum. The research contributes to the literature on SDGs integration in higher education and provides insights for policymakers, curriculum designers, and faculty members to better address the challenges and opportunities in sustainability education and the importance of educating students on sustainability issues.
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    Project-based learning in industrial engineering and management: Analysis of three curricular projects
    (Department of Production and Systems – PAEE Association, 2023-07) Sousa, Rui M.; Alves, Anabela C.; Lima, Rui M.; Fernandes, Sandra; Mesquita, Diana; Dinis-Carvalho, José
    In the 2nd semester of 2004/05 the Department of Production and Systems (DPS) of the Engineering School, University of Minho (UM), portugal, deployed the first Project-Based Learning (PBL) approach, involving the freshman students of the Industrial Engineering and Management Integrated master's degree (MIEGI). Since then, in every year, without exception, new PBL editions have been held in different years of the programme, each with its own characteristics. [...]
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    Literacy(ies) and skills in times of digital education: Exploring communication and interaction in digitally mediated learning worlds
    (Department of Production and Systems – PAEE Association, 2023-07) Correia, Joana Duarte; Henriques, Susana; Fernandes, Sandra; Abelha, Marta; Seabra, Filipa
    This article seeks to explore the notions of literacy(ies) and competences in times of digital education. The aim of the study was to understand, from perspectives of experts, what literacy(ies) and competences are in digital teaching-learning contexts, how they are operationalised, wich strategies can be used for their development, and what are the opportunities and challenges for their application in digital education.
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    PBL tutoring dynamics in first-year of Industrial Engineering and Management Program
    (Department of Production and Systems – PAEE Association; School of Engineering of University of Minho, 2022-07-06) Leão, Celina Pinto; Abreu, Maria Florentina; Alves, Anabela C.; Fernandes, Sandra
    Project-Based Learning (PBL) methodology engages students in learning in an active practice promoting ideas discussion and share among all team members. One of the ways in which this is done is to stimulate students to solve real-world problems during a semester integrating all the Curricular Units (CU) through a large interdisciplinary project development. One of the distinguishing elements of the PBL methodology is teamwork. In this process, emerge the tutor, whose main task is to stimulate discussion and facilitate the process and direction of the students work. Also, tutor report the team progress to the PBL project coordinator. For each team a set of activities, tasks and milestones are planned in order to succeed project objectives. Taking this in line, this paper describes the tutor’s role from the students’ viewpoint, within the first year of the Industrial Engineering and Management degree at the University of Minho based on an online questionnaire composed by a total of 37 questions. A total of seven tutors-teachers and eight third year tutors-students were evaluated, from each group, regarding their role and their contribution to the project development. At the end of the semester, students’ feedback was also collected through a focus group regarding the tutor role. Moreover, a first-person narrative of two tutors-teachers is presented. One tutor had her first experience as a tutor, the other with seven years of experience in this role. Main findings highlight a students’ overall satisfaction with tutors’ role and by underlining the importance of both as a team member. Nevertheless, some fewer positive points are seen as improvements opportunities for the next edition.
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    The student journey in PBL: using individual portfolios to promote self-reflection and assessment as learning
    (Department of Production and Systems – PAEE Association; School of Engineering of University of Minho, 2022-07-06) Fernandes, Sandra; Abelha, Marta; Albuquerque, Ana Sílvia
    This paper aims to present findings based on students’ journey within a Project-based learning (PBL) experience, with particular emphasis on the development of an individual portfolio by students, as part of the assessment process. The PBL project involved three curricular units (Research Methods and Techniques II, Ethics and Education and Sociology of Education), from the field of Education Sciences, integrated in the first year of the study plan of the Social Education degree programme at Portucalense University, Portugal. This paper describes student assessment within this educational approach, including both formative and summative methods. It calls attention to the concept of assessment as learning, which can be understood as a process where students are able to learn about themselves as learners and take responsibility for their own learning and monitor future directions. One of the assessment methods included in the PBL approach is the development of an individual portfolio with the purpose of enhancing student self-reflection and assessment of their work on a regular basis. The portfolio allowed students to share evidence of the project journey, with particular focus on the student’s learning process. The students were provided with general guidelines to develop their portfolio, but the flexible nature of this educational resource allowed students to record and highlight their individual and team contributions in a very creative and personalized way. The analysis of qualitative data from the individual student portfolios reveals student self-reflection on individual achievements, project milestones, teamwork skills, impact of teacher feedback, celebration moments, amongst others. Implications of these findings for PBL assessment practices will be discussed further in the paper.
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    Promoting assessment as learning in PBL: findings from blogs created by first year engineering students
    (Department of Production and Systems – PAEE Association; School of Engineering of University of Minho, 2022-07-06) Fernandes, Sandra; Alves, Anabela C.; Leão, Celina P.
    This paper aims to present findings from first year engineering students involved in a Project-Based Learning (PBL) approach developed within the first cycle degree of Industrial Engineering and Management (IEM) – University of Minho, Portugal. Student assessment in PBL includes both formative and summative assessment, with a variety of different methods and purposes. One of the assessment methods in this PBL approach is the creation of a blog by each project team with the purpose of providing student reflection of their work on a regular basis. The blog allows students to share evidence of the project journey, with particular focus on the student’s learning process. This idea is aligned with the concept of assessment as learning, where students are able to learn about themselves as learners and take responsibility for their own learning and monitor future directions. Based on the analysis of both quantitative and qualitative results from an online survey applied to students and the content analysis of each of the blogs, it is possible to conclude that the assessment task was considered as a positive learning experience for students. Quantitative data from the questionnaire show that the blog was a positive educational tool useful for: i) the organization and dissemination of the project team; ii) the selection of the project content and organization; iii) keeping an up-to-date record of the project's progress; iv) encouraging writing about project content and other curiosities. The qualitative data based on the content analysis of the blogs revealed students’ capacity to reflect upon their journey, by critically analysing the feelings, achievements, fears, thoughts, and future plans, throughout the thirteen weeks of the project duration.
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    IEM@ProjectNetworking revisited: freshmen students closer to professional practice
    (Department of Production and Systems – PAEE Association; School of Engineering of University of Minho, 2022-07-06) Alves, Anabela C.; Oliveira, Sérgio; Leão, Celina P.; Fernandes, Sandra
    This paper describes a challenge given to freshman students of the Integrated Master degree of Industrial Engineering and Management (IEM) – University of Minho, Portugal. It was developed in the context of the Integrated Project of Industrial Engineering and Management 1 (IPIEM1). First-year students were challenged to interview an Industrial Engineer, or someone with this function, in a company. That was the second time the challenge was proposed to students of this program, after the first time in 2013. The challenge, called “IEM@ProjectNetworking”, has as main idea to allow students, on their own, to establish network with an IEM active professional and to get a full picture of what could be their future career. Students worked in pairs and had a semi-structured interview guide to help them to perform the interview. All interviews were synthetized in a written report and in a summary presented orally. Thirty-three interviews were conducted and assessed by a group of teachers and researchers. Teachers believe that by presenting this challenge, students will be more focused and aware of the contents given in the courses of the following semesters. At the same time, teachers obtain a perspective of what IEM professionals are doing and update their knowledge about industry needs. In fact, many findings were obtained with this challenge, namely: 1) a company database and the connection to IEM professionals for their future contact; 2) the stimulus of students’ capacity of initiative; 3) the students learned how to prepare and conduct an interview, to communicate, to extract the most important from an interview; and; 4) the students acquire knowledge where they can work and the variety of functions which they may be engaged. The assessment was based on how the task was organised and accomplished (written report and oral presentation in pitch format). Based on the analysis of results obtained from an online survey applied to students and their feedback during the oral presentation, it is possible to state that the challenge has been mastered perfectly, with a “mission accomplished” feeling.
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    Perception of students of the Degree in Tourism regarding the importance of a foreign language: English
    (Springer, 2022-05-19) Leite, Sónia; Borges, Isabel; Costa, Eusébio; Silva, Fátima Matos; Mota, Stéphanie
    Being the most widely used global language, English has been exerting a tremendous influence around the world in various spheres of our lives. These comprise, among others, travel, tourism, and hospitality industry, in all of wich the use of English has become an imperative need. With its ever-growing importance, the role of English in travel, tourism and hospitality industry has been assuming greater significance, and also undergoing some functional changes. [...]
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    The me and us of emotions: Preliminary results of a program to promote children’s empathy, compassion and cooperation
    (2021-06) Xavier, Ana; Vagos, Paula; Palmeira, Lara; Mendes, Sofia; Rocha, Vanessa; Pereira, Sónia; Tavares, Marta; Menezes, Paulo; Patrão, Bruno; Silva, Rui
    Given the challenges of the modern world, specifically at schools, and the alarming increase in mental health difficulties in young people, it is crucial to universally foster social and emotional skills in the school context. This study aims to present the development and preliminary results of a program to promote socioemotional skills for children in the 3rd and 4th grade. This program named “The Me and the Us of Emotions” is integrated in the Gulbenkian Academies of Knowledge 2020 and consists of 10 group sessions included in the school curriculum. The specific objectives are to promote the capacity for emotion recognition; to teach emotional self-regulation strategies focused on reassurance and compassion; and to encourage behaviors of social connection and cooperation. Digital technologies (e.g., interactive games) are complementarily used to promote these skills. An experimental design is used, and the efficacy measures address empathy, emotional skills, and cooperation, and emotional climate at classroom, based on a multi-informant perspective (children, parents, and teachers). It is expected that the children show improved emotion regulation skills, as well as increased cooperation, empathy, and compassionate actions towards themselves and others reported by themselves, their parents, and teachers. This will contribute to foster children’s psychological well-being and, more broadly, to developing more positive and compassionate environment at schools.
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    Student motivation in the first year of University: findings from the implementation of a PBL project for a real context
    (2021-07-07) Fernandes, Sandra; Conde, Ana; Abelha, Marta
    Student motivation is a key dimension for first year students at University. Project-based Learning (PBL) is seen as an effective teaching and learning approach to enhance student motivation and engagement. This paper describes the results from the implementation of a PBL project that was developed for a real context –a non-profit social organization that works with children. The project included, for the first time, two curricular units from the field of Psychology and Education Sciences, integrated in the first year of the study plan of the Social Education degree programme at Portucalense University, Portugal. The paper describes, on the one hand, the objectives, planning and assessment of the PBL experience from a curricular and pedagogic point of view and, on the other hand, presents students’ perceptions about their PBL experience. Data collection was based on an online survey to students, at the start of the PBL project and after its conclusion, and a content analysis of the project reports of the groups. Findings reveal the importance of the development of the project for a real context andwith a specific target audience as the main issues that enhanced studentmotivation and engagement in the courses involved in the project. Working in teams, the opportunity to develop generic competences, the stronger link between theory and practice, student resilience, teacher support and continuous feedback are also mentioned as important features of PBL that impact student motivation in the first year of University.
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    Online assessment: more student cheating than on-site?
    (2021-07-07) Alves, Anabela C.; Fernandes, Sandra; Uebe-Mansur, Andre F.
    This paper discusses online student assessment which is one of the major concerns of higher education institutions during these pandemic times, forcing teachers to teach and assess in different ways and conditions than when using regular methods. Online assessment brings more challenges for the teachers and the fear that students could cheat more than in on-site or face-to-face conditions. More than a surveillance task, it is a question of having justice among different students’ socio-economic and learningconditions. Ethical issues, respect for the colleagues and trust in their own work and more suitable learning assessment methods could be strong reasons for the students not to cheat. For the teachers, this is a complex and controversial issue. Finding the best ways to prevent this from happening is not easy. This could demand a balance between less time and more complex online tests that require a lot of imagination and creativity. This paper gives some examples of face-to-face written tests and online tests, comparing grades of two cohorts of students (2019_20 and 2020_21) from three different courses. Those courses are lectured in the first and third year of Industrial Engineering and Management (IEM) Integrated Masters degree and the first year of the Masters in Engineering Project Management, at the University of Minho. Some practical tips and suggestions will be given to prepare online tests (e.g. diversity of assessment methods, type of questions included in the tests, tests could not be the only assessment method ...).
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    Teacher collaboration in PBL: setting the example for the students
    (PAEE/ALE, 2021-07-07) Alves, Anabela C.; van Hattum-Janssen, Natascha; Fernandes, Sandra
    This s paper discusses collaboration between teachers in project-based learning (PBL) environments in the engineering context. PBL is a challenging active learning methodology, not only for students but also for teachers. Challenges for teachers include, for example, the need to search for new knowledge demanded by the PBL project theme and the difficulty of aligning their own disciplinary area with interdisciplinary areas in a project. PBL compromises common assumptions of teachers, such as the considerable control over the classroom, reliance on their expert knowledge, predictable programmes to teach, the course assessment, the individual work, among others, whereas, probably, the most challenging aspect of PBL from a teacher perspective is teamwork of the teaching team. Teacher may well feel uncomfortable with sharing knowledge and being exposed and/or assessed by their students and peers. At the same time, PBL requires teachers to think about student achievement and success in first place instead of using more mono-disciplinary course based approach.In this paper, the authors will present evidence through literature review and experience in PBL contexts that such collaboration is highly recommended, if not mandatory, for the PBL success. The paper will also advocate that teacher collaboration is important as an example for students to engage in collaboration.Keywords:Engineering Education; teachers’ collaboration; Project-Based Learning (PBL).
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    Pedagogical training of teachers in Higher Education: Findings from the Centre for Excellence in Teaching (CET@UPT)
    (PAEE – Project Approaches in Engineering Education Association and Department of Production and Systems, School of Engineering of University of Minho, 2019-06-10) Fernandes, Sandra
    Promoting quality teaching and learning is at the heart of the mission and goals of any Higher Education Institution. At Portucalense University (UPT), a private higher education institution, located in the north of Portugal, this goal has been strengthened by the creation of a Centre for Excellence in Teaching (CET}, launched by the hands of the Vice Rectory. This structure aims to promote academic staff development, provide pedagogic training for teachers, create pedagogical resources and enhance the dissemination of best practices and teaching quality at UPT. One of the main activities organized by CET is pedagogic training sessions for academic staff. These sessions are designed, organized and developed according to teachers‘ individual motivations, interests and needs. This paper describes part of the change process carried out at UPT, in terms of the development of student-centred pedagogical approaches and active learning methods. Results from the implementation of the first activities developed by the CET reveal a positive participation and involvement of academic staff in training sessions, according to data collected from teachers, at the end of the training sessions. Teachers showed interest in developing active learning strategies and openness to change their teaching practices, but they were also aware of the difficulties and challenges which these approaches require. The impact of the pedagogical training sessions, carried out in the year 2017/2018, for all teachers at UPT, will also be analysed and discussed in the paper.
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    Perspectives on Preschool curriculum in Portugal
    (IATED Academy, 2020-07) Carrachás, N; Seabra, Filipa; Abelha, Marta
    The present communication is focused on the curriculum of preschools in Portugal (ages 3 to 6) and how preschool educators and 1st cycle (ages 6 to 10) teachers, as well as preschool children’s parents perceive it. Firstly, preschool education is contextualized in order to better frame the need for an active investment in the valuing of this educational level. Given its short existence, accompanied by advancements and setbacks, the idea often perceived in social discourse about preschool education in Portugal is often not one of an activity aimed at the global development of children, as assistentialist conceptions persist. However, while there isn’t a structured curriculum for preschool, there are Curricular Guidelines for Preschool Education (CGPE), a set of general principles which contribute to the childhood educators’ decisions about their educational practice and the educational intentionality of the activities developed with children. This document is a referential for the national network of preschool education for the construction of curriculum, which retains a wide margin of decision for the contextualization and differentiation of curriculum, acknowledging the childhood educators’ role as a curriculum decision maker. The aim of this study was to understand the conception that preschool teachers, 1st cycle teachers and some parents have about this level of education as well as to understand if they recognize the importance of developing personal and social skills together with other content areas which might be a facilitating scafold for the entrance in the following cycle. This study, using a mixed methodology, included semi-structured interviews to preschool educators (eight interviewees), and questionnaires to 1st cyle teachers (fourty nine) and parents (seventy-eight) of four schools in a region of inner Portugal, the district of Beja. The research followed the ethical norms for research in the social sciences, namely informed consent by participants and preservation of anonymity. Data gathering instruments were approved by the Ministry of Education as well as by the pedagogical councils and directors of the four school clusters involved. The main results show that all the preschool educators surveyed base their curriculum building process on the CGPE, some referring to this document as their «Bible» and also as the foundation of their planning and assessment practices. However important the document is deemed, it is not the sole foundation for their curricular decision-making, as children themselves and schools’ other internal documents and projects are also taken into account. Although primary school teachers know about the existence of the CGPE, they don’t demonstrate a broad understanding about its content, although they identify practices of coordination with preschool educators to prepare the students’ transition between educational cycles. They also recognize that the work carried out in preschool aims to facilitate future learning processes by the children. On the other hand, parents revealed a more passive attitude towards their children’s activities in preschool.
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    Innovation and external evaluation of non-higher education schools in Portugal: a study based on external evaluation reports
    (IATED Academy, 2020-07) Seabra, Filipa; Henriques, Susana; Abelha, Marta; Mouraz, Ana
    Processes of educational innovation [1] [2] can be understood as multidimensional processes aiming to answer the complex demands placed by current social dynamics. Responding to this fast-paced changing society, however, has to be a priority of educational systems. Evaluation and accountability processes have been recognized as essential mechanisms in order to validate innovation – both internally – centered on self-regulation and self-evaluation, - and externally – towards the context and society the educational institution answers to. However, external evaluation also carries a number of risks [3], which may lead schools away from innovation, and toward ‘safer’ choices in terms of a culture of performativity or an audit culture [4] [5] [6]. The current model of External School Evaluation of non-higher education schools in Portugal, which was piloted in 2018, stresses innovative practices, as they are a requirement for schools to achieve the maximum evaluation mention, and less directly since indicators related to innovative practices are included in its referential. Our communication is based on the documental analysis of the external evaluation reports produced in the current cycle of evaluation and the previous reports on the schools evaluated in this cycle, focusing on innovative practices and intending to answer the following questions: What kinds of practices are deemed as innovative in external evaluation reports? Were there mentions to innovation in those schools' previous reports? How are innovation practices promoted or hindered by the perspectives present in these reports? Fifteen such reports were analyzed by the authors (higher education teachers involved in a project concerned with external school evaluation funded by the Portuguese Foundation for Science and Technology: FCT PTDC/CEDEDG/30410/2017). Results show that there are both positive and negative remarks made about innovative practices in schools. Not all reports refer to innovative practices. Aspects considered innovative are mostly related to the domain «provision of educational service», and to a smaller extent, «leadership and management». Preliminary results show that some «innovative» practices may be reinforced by the external school evaluation reports, regardless of the overall assessment of the schools involved.
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    The role of the special education teacher in building and inclusive school
    (IATED Academy, 2021-03) Pinho, I.; Machado, Eusébio André; Abelha, Marta; Albuquerque, Ana Sílvia
    Ensuring that all students have access to quality education is also recognizing the intrinsic value of diversity and respect for the dignity of the human person [1]. In this sense, concerning the inclusion of students with special educational needs, this is a process often seen as the exclusive responsibility of the Special Education teacher. Assuming the importance of the Special Education Teacher (SE) role in the construction of a school that wants to be inclusive, this article aims to assess: 1 how the SE teacher works in schools; 2 how the work related to Special Education is organized and 3 what is the opinion of teachers about legislation related to Special Education. The methodology adopted in this study took a qualitative approach, using semi-structured interviews as the data collection technique. The study was carried out in seven school groups, involving ten teachers (n = 10) specialized in Special Education. Main results point to the fact that SE teachers identify several constraints to the promotion of a school that intends to be more inclusive, namely, lack of resources, ineligibility to support students with problems such as hyperactivity disorder and attention deficit and lack of connection between SE teachers and regular schoolteachers. In general, a Special Education teacher often has a supportive role only to the student, lacking articulation with regular education teachers so that they develop inclusive practices for all students, given global success.
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    Collaborative professional learning: Preliminary results of a case study
    (IATED Academy, 2021-03) Massa, Sandra; Machado, Eusébio André; Abelha, Marta; Albuquerque, Ana Sílvia
    In recent years, professional collaboration in the teaching profession has been defended as a determinant of excellent teaching. It is essential to share ideas, suggestions, and strategies on how to teach, in an articulated and joint work, to achieve the desired results more effectively. The collaborative work allows increasing the knowledge built through the interaction between the different elements, taking full advantage of the different potentialities of each one of the actors. This paper aims to present the preliminary results of a case study on collaborative teacher learning, which is part of a project that also has an international dimension - of a comparative nature - since it includes 8 case studies, whose main objective is to understand how teachers describe formal and informal opportunities for collaborative professional learning. Therefore, we will present the results of a questionnaire which was applied during 2016-2017, in a school of Northern Region of Portugal, with a sample of 219 teachers (n = 219), distributed by different levels of education.