Browsing by Author "Cabral, I."
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- Enhancing pedagogical innovation in a Portuguese vocational school: insights from a community of practicePublication . Mesquita, D.; Cabral, I.; Alves, J. M.The school mission addresses a social purpose: providing each student with quality and meaningful learning experiences that prepare them for a limitless future. In the Decree-Law nº55/2018 establishes changes in the curriculum and, consequently, expects that teachers play a more active role in its development. Teacher collaboration in the workplace is a key dimension to fostering school innovation (Kelchtermans, Smith & Vanderlinde, 2018), despite being a missing practice (Ben-Peretz & Flores, 2018). This study is part of an ongoing project carried out by SAME (Support Service for the Improvement of Education) from the Faculty of Education and Psychology of Universidade Católica Portuguesa (Porto, Portugal), in which is expected to enhance pedagogical innovation in a Portuguese vocation school, by re-thinking the planning of the curricula.The methodological approach of this project is based on action research, in which a team of researchers from SAME is closely working and collaborating with a group of teachers in the development of a solution based on the diagnosis of a problem identified (Bryman, 2012). The expected outcome of the project is to co-create a set of guidelines to support teachers in improving their practices. With this in mind, three phases were considered: 1) diagnosis of the problem based on a focus group carried out with leaders and teachers (September 2021); 2) development of solutions by creating a community of practice (December to June 2022); 3) delivering the final result (July 2022). This work aims to present and describe the insights of the teachers (n=13) engaged in this community of practice, regarding the co-creation process of developing solutions to enhancing pedagogical innovation in their schools. The data include the observation of the meetings by one researcher from SAME carried out since December 2021, and a questionnaire to be sent to this group of teachers, in the final of the second phase of the project. The expected outcomes will include the analyses of two dimensions, namely: 1) nature and content of the final solution (guidelines to improve teaching practice); 2) the community of practice value (level of collaboration and interaction, sense of belonging, focus on value, and sustainability). Implications for teachers’ professional development will be discussed and considered.
- From botanic garden to the school: natural sciences with the ibse methodology outside classroomPublication . Tavares, A. C.; Cabral, I.; Alves, J. M.Non-formal educative settings, such as gardens and museums, as well as the Inquiry-based Science Education (IBSE), a multifaceted and student-centered methodology, play an essential role as tools for Education. Based in the educative experiences in a Botanic Garden, our aim is to study the integration of IBSE outside classroom in a formal Portuguese school context. The goal is to understand the impact of this methodology in Natural Sciences learning, and in the opinions and educative products of 10 to 12 years old students. Within a partnership with a School and a Science Teacher of the Portuguese 5th year level, and trained in IBSE, seven thematic classes on biodiversity and sustainability were taken from an Educational Program developed in Coimbra Botanical Garden. Fulfilling the curricular demands these lesson plans were integrated in the classes during the three school periods and adopted and adjusted to the existing conditions and resources. The cognitive learning of the students in the Natural Sciences topics, and their opinions, were regularly monitored, validated and statistically evaluated by seventy-two pairs of pre and post-questionnaires and also analyzed in a semi structured interview with the teacher. The results proved a cognitive improvement of the students in all curricular themes evaluated, as referred elsewhere. The emphasis is now to highlight the positive feedback from students and their teacher view on the work developed. After completing the innovative approach in class, the motivation involved 92% of the students, responses in 99% of them and new learning felt by all; 89% of the students showed satisfaction in the activities experienced and in the documents produced. Favoring questioning, both the teacher and the students want to continue this teaching and learning format at School, as an enlarged and creative alternative for Natural Sciences understanding. Moreover, lesson plans, new botanic thematic and the resources produced are replicable by other educational communities and diverse stakeholders, directly, or as ideas to new activities for schools. Applying those educative strategies on a regular basis outside classroom, either in a museum, a botanic garden or a school garden, will improve knowledge, encouraging imagination and a stronger sensitivity for nature, plants and their importance for life.