Abelha, Marta
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Abelha
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Marta
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Abelha, Marta
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Publication Open Access Physical and natural sciences curriculum and teachers' professional culture: conceptions and practices.2006 - Martins, Idalina; Costa, Nilza; Roldão, Maria do Céu; Abelha, MartaThe Basic School Curriculum Reorganization Process in Portugal and its implication on the concept of curriculum concept and on its organization (defined and organized in terms of the development of pupils’ competences, namely those specific for physical and natural sciences) has caused in the educational arena several discussions and perplexities. Indeed, the concepts of curriculum, competence and teachers’ collaboration have assumed an unquestionable centrality in the educational context. Consequently, their appropriation by the educational actors, namely the teachers, is crucial for the success of the implementation process referred to above. Nóvoa (1999), for example, mentions that the weakness of collaborative practices may have large negative consequences for the teaching profession. This is one of the reasons pointed out by the author why it urges to find new meanings for the collective professional’ s concept and to implement routines of work, ways of decision making and pedagogical practices which calls for the enhancement of teachers’ co-responsibility and the sharing of their practices. However, the new curriculum approach, based on competences and the finding of new meanings for the new collective professional’s concept are, in reality, still fragile and weak in Portugal. This means that there are still confusions and uncertainties which become evident through the existing difficulties on the curriculum management process, namely in the area of physical and natural sciences teaching and learning process. Recent researches on the topic, Abelha (2005) and Martins (2005), and despite the fact of the recognition of the existence of some successful cases, conclude that, at the level of the practices, curriculum changes are still few, both on the way teachers work and on the promotion of significant pupils’ learning outcomes based on the development of competences.Publication Open Access Avaliação da docência no Ensino Superior: Contributos para um modelo compreensivo de avaliação do desempenho2018 - Oliveira, Íris Martins; Mesquita, Diana; Abelha, Marta; Carvalho, Olívia da Conceição; Jesus, Paulo Renato; Fernandes, Sara M.; Leite, Jorge; Fernandes, SandraEsta comunicação tem como objetivo apresentar a proposta de um projeto de investigação sobre avaliação do desempenho docente no Ensino Superior. Esta proposta surgiu da atividade de colaboração desenvolvida por um grupo de docentes da Universidade Portucalense (UPT) no contexto de uma ação de formação subordinada à temática Scholarhip of Teaching and Learning (SoTL), promovida pelo Centre for Excellence in Teaching da UPT. Este centro foi criado pela Reitoria da UPT em Maio de 2017, para potenciar o desenvolvimento de estratégias favorecedoras da reflexão e melhoria das práticas pedagógicas dos/as docentes. Neste âmbito, um dos seus objetivos consiste em promover competências que se consideram fundamentais para a inovação pedagógica e curricular por parte dos/as docentes, tais como trabalho colaborativo, capacidade de ultrapassar desafios, reflexão sobre a prática e investigação. A formação sobre SoTL, organizada em quatro sessões (3h cada), tem periodicidade mensal entre abril e julho 2018. Esta formação pretende: apresentar, discutir e analisar os princípios do SoTL; desenvolver tempos e espaços de reflexão crítica sobre a prática de ensino e das aprendizagens; bem como desenvolver e apresentar uma proposta de investigação sobre a prática pedagógica. Como o SoTL assenta numa abordagem que favorece a reflexão sobre e para a prática pedagógica, numa lógica de contínua indagação profissional (Shulman, 2000; 2011; Vieira, 2009), as sessões de formação dedicadas à temática procuram refletir esse mesmo princípio e apropriar esta metodologia para o desenvolvimento profissional dos docentes (Fanghanel, 2013). A proposta de projeto apresentada surge como resultado da aplicação da abordagem SoTL em contexto de formação e da inerente indagação da prática docente, por parte dos elementos do grupo. Em particular, a presente comunicação deriva da reflexão sobre a valorização da docência enquanto uma das funções do/a docente universitário/a. Esta tem sido uma preocupação crescente por parte das Instituições de Ensino Superior (IES), que se deparam atualmente com desafios no que se refere às questões da avaliação da qualidade dos/as docentes e do ensino superior, decorrentes do Processo de Bolonha, do financiamento das IES e da garantia e certificação da Qualidade. (...)Publication Open Access Supervisão, colaboração e formação: relato de uma experiência com docentes de um agrupamento TEIP2018 - Machado, Eusébio André; Abelha, MartaPublication Open Access O Ensino das Ciências no contexto da Reorganização Curricular do Ensino Básico: do discurso às práticas e vice-versa.2008 - Martins, Idalina; Costa, Nilza; Roldão, Maria do Céu; Abelha, MartaA implementação do processo de Reorganização Curricular do Ensino Básico português, em curso desde 2001, e a consequente organização do currículo em função de competências a desenvolver nos e com os alunos, nomeadamente as específicas das Ciências Físicas e Naturais, bem como o pressuposto de que esse desenvolvimento depende dos níveis de trabalho colaborativo entre professores, assumem-se como referências emergentes ao nível das práticas e da investigação. Apesar do discurso político que consubstancia, actualmente, o Ensino das Ciências ser inovador, os resultados de investigações mais recentes – Abelha (2005), Ferreira (2006), Martins (2005), Roldão et al (2007) e Sítima, (2005) – evidenciam outras apropriações dessas inovações ao nível das práticas curriculares, quer no âmbito das dinâmicas de trabalho entre professores, quer da promoção e desenvolvimento de competências nos e com os alunos. A relação que a generalidade dos professores inquiridos nos estudos referidos estabelece com a colaboração é diferente do preconizado nos discursos da tutela e da investigação (Lopes & Macedo, 2006), talvez porque seja difícil trabalhar em equipa ou investir numa dinâmica colectiva de projecto de escola (Perrenoud, 2002: 98). Este desfasamento entre discurso, concepções e práticas curriculares de professores não é da sua exclusiva responsabilidade, dado que a administração central não tem promovido políticas consistentes, por exemplo de formação contínua, nem desenvolve mecanismos de acompanhamento, monitorização e avaliação do processo de implementação da reorganização curricular (Costa, 2007: 107). Neste sentido, apresenta-se nesta comunicação um estudo em curso, inserido em dois projectos de doutoramento que, desenvolvidos em rede, procuram promover com professores de Ciências Físicas e Naturais a co-construção de práticas profissionais e sua conceptualização, numa perspectiva de articulação entre o que se preconiza, ao nível do discurso político educativo e da investigação, e o que se concretiza, ao nível da prática curricular.Publication Open Access The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes2018-06 - Mesquita, Diana; Morais, Paula; Fernandes, Sandra; Fernandes, Sara M.; Abelha, Marta; Albuquerque, Ana SílviaThis paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff development, provide pedagogic training for teachers, create pedagogical resources and enhance the dissemination of best practices and teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff, according to data collected through an online questionnaire to participants. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presented in this paper.Publication Open Access Avaliação externa de escolas e inovação educativa2020 - Henriques, Susana; Seabra, Filipa; Mouraz, Ana; Abelha, MartaInovação e mudança em contexto educacional. Culturas colaborativas como “agentes ativos” de mudança e inovação educacional. Avaliação Externa de Escolas e inovação – o 3.° ciclo. Mudanças e inovação. Potencial de inovaçãoPublication Open Access Specific training needs for school principals in Angola2017-11 - Martins, Idalina; Lopes, Carlos; Nunes, Manuela Barreto; Machado, Eusébio André; Abelha, MartaThe school principal is responsible for the achievement of the school’s educational goals, the proper performance of all the school members and the fulfillment of the quality patterns defined by the learning system and the national or local legislation (Lück, 2009) [1]. Within the Angolan educational system, the nomination of school principals appears to be more a matter of politics than particular academic and professional competencies of those who are appointed to the job. It is therefore urgent to rethink the formal and non-formal training of school principals, to avoid a situation where the school management is based more on good sense and reactive responses than in a knowledge-based action. In this context, the present case study, centered in the High Schools of the Benguela Municipality (Angola), aims to define a set of competencies that should be required for the job and, hence, the specific training needs for the exercise of the school principal’s functions. In order to respond to this research question three goals were defined: i) to characterize the academic and professional profile of the school principals of the 1st Cycle of Benguela’s High School Principals; ii) to diagnose the training needs of the school principals of the 1st Cycle of Benguela’s High School Principals; and iii) to produce knowledge about the specific training needs for the exercise of the school principal’s job in High Schools of the Benguela Municipality. The empirical study was developed during the academic year of 2014. A mixed methodology was used, and data collection was based on institutional documentation, participatory observation and a questionnaire created by the authors of the present study. The sample coincides with the population and consists of all the 25 school principals of the Benguela Municipality High Schools. Preliminary data analysis that will be presented in this paper is based on descriptive statistic technics applied to the results of the inquiry. In the face of the multiplicity of competences and intrinsic dynamics of the situations that may occur in school context, results show that there is an effective need of investment in specialized training for the exercise of the job of school principal; in fact, besides specific programs centered on specific themes, theoretical and practical post-graduate training is demanded, making it possible for future and existing school principals to analyze and reflect on the job, characterized by complex situations that can’t be solved or predicted without qualified knowledge, no matter how many years someone has already experienced on the exercise of the functionsPublication Open Access The role of the special education teacher in building and inclusive school2021-03 - Pinho, I.; Machado, Eusébio André; Albuquerque, Ana Sílvia; Abelha, MartaEnsuring 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.Publication Open Access Competencies of the school director: Perspectives of project coordinators2017-11 - Machado, Eusébio André; Machado, Carolina; Abelha, Marta; Albuquerque, Ana SílviaSchool, as an organization, has been going through deep changes over the past years, concerning managing processes. These changes require new competences, especially from those members who are in leading positions, such as the school director. The publishing of the Law-Decree n. º75/2008 has instituted a management model in public schools centered on the director. We intend to focus on the fundamental relevance of this new manager at schools, since he has to face new and difficult challenges every day. We also want to listen to project coordinators, in order to understand how they feel about these new managing competences, taking into account that the school director is the main character in the school organization and the creator of new dynamics and changes in public schools in Portugal. Facing these issues, we have defined as objectives for the present research: - To analyze the relations between school board and the project coordination; -To identify the competences of the school director most valued by project coordinators; - To analyze the perspectives of the project coordinators over the way the school director can influence the development of projects at school. We have chosen a mixed research methodology, in order to achieve the stated objectives, and used the interview and the questionnaire, as data gathering methods, and statistical analysis, as well as content analysis, as data analysis techniques. Both instruments for collecting data applied to public school teachers who play the role of project coordinators, in the district of Porto. We applied the questionnaire to 50 teachers and the semistructured interview to 4 teachers in the same county. The study results indicate that the project coordinators accept the vital importance of the school director and value his competences of leadership, communication, sharing and flexibility.Publication Open Access Education and equity: the case of the Fénix Project for the promotion of academic achievement2020-11 - Candeias, Carla; Seabra, Filipa; Abelha, Marta; Mota, Ana SofiaOne of the primary missions of the school is to provide quality education to all students, regardless of their socioeconomic status, of the educational level of their parents or of their particular conditions and needs, thus contributing to greater equity. However, not all students are able to learn at the same pace and under the same conditions as the majority. The development of projects and actions dealing with academic failure and dropout is essential. In this context, in 2008, the Fénix Project (included in the Mais Sucesso Escolar Program) was created in the Portuguese educational setting, trying to promote equal conditions for success, contributing to an increasingly equitable school. The Fénix project is based on an organizational school model that facilitates more individualized support to students with learning difficulties in the subjects of Portuguese Language, Mathematics, or other subject identified by the school according to their success rates. This article presents a case study implemented in a school cluster in the District of Setúbal that sought, through the implementation of the Fénix Project, to develop actions aimed at promoting school success among students from the four classes of the 5th grade. Three objectives were defined to respond to the research problem, respectively: i) to know the articulation, differentiation and curricular management practices of teachers involved in the Project; ii) to analyse the perceptions of students and teachers involved in the Project about its implementation and impact; and iii) to analyse the evolution of the academic results of the students participating in the Project. In order to achieve the proposed objectives, a mixed research methodology was used: the application of a questionnaire survey to all students (166) and teachers (15) involved in the project, and a documental analysis of the academic results of the students involved in the project. Statistical analysis and content analysis were the selected data analysis techniques. The main conclusions of the study point out that the Fénix Project was an asset, both for the majority of students involved, who considered that the Project contributed to their academic achievement (positive evolution of academic results), and for teachers, who reported having introduced curricular differentiation practices. A conclusion expected in the course of a project of this nature, especially in terms of students’ assessment.