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Abstract(s)
Nos últimos anos, os professores e a qualidade da prática docente
tornaram-se o foco de amplo debate sobre políticas de ensino. As atividades
que os professores desenvolvem têm sido alvo de diversas investigações que
procuraram compreender o seu efeito nas aprendizagens dos alunos, sendo
apontadas como fatores que têm influência nos seus rendimentos escolares. É
precisamente na ação dos professores que o presente estudo centraliza a sua
linha de pesquisa, particularmente na vontade de compreender o perfil do
professor promotor do sucesso escolar dos alunos, em contexto TEIP.
Neste domínio, o estudo aqui apresentado visa compreender que
variáveis caraterizam o papel do professor no sucesso escolar dos alunos de
dois Agrupamentos de Escolas TEIP.
Optando por uma metodologia qualitativa, procurou-se, através da
realização de entrevistas semiestruturadas a diretores, professores e alunos,
identificar que características possuem os docentes destes estabelecimentos
que conseguem promover os índices de motivação e aprendizagem dos
alunos.
Os resultados obtidos permitem-nos concluir que as estratégias de
ensino que produzem mais efeitos positivos nas aprendizagens são aquelas
que se baseiam na participação ativa dos alunos e na utilização de diferentes
recursos didáticos. Por outro lado, o estudo evidencia a importância que a
afetividade assume no desenvolvimento de uma relação pedagógica de
qualidade e a sua influência na motivação e no rendimento escolar dos alunos.
In recent years, teachers and the quality of teaching have become the focus of extensive debate on education policies. The activities that teachers develop have been the subject of several investigations that sought to understand its effect on student learning overall. Such activities are identified as factors that have an impact on the school’s income. It is precisely in the action of the teachers that this study focuses its line of research, particularly in the desire to understand the promoter teacher profile in the academic success of its students, in TEIP context. In this area, the study presented here aims to understand which variables characterize the teacher's role in the academic success of students in two groups of TEIP Schools. Opting for a qualitative methodology, the study was carried out with semistructured interviews with principals, teachers and students in order to identify specific characteristics of these particular teachers that can affect positively the students learning and promote levels of motivation and learning’s. The results allow us to conclude that the teaching strategies that produce more positive effects on learning are those that are based on the active participation of students and the use of different teaching resources and methods. On the other hand, the study shows the importance that the affection assumes on the development of a pedagogical relationship quality and its influence on motivation and academic performance of students.
In recent years, teachers and the quality of teaching have become the focus of extensive debate on education policies. The activities that teachers develop have been the subject of several investigations that sought to understand its effect on student learning overall. Such activities are identified as factors that have an impact on the school’s income. It is precisely in the action of the teachers that this study focuses its line of research, particularly in the desire to understand the promoter teacher profile in the academic success of its students, in TEIP context. In this area, the study presented here aims to understand which variables characterize the teacher's role in the academic success of students in two groups of TEIP Schools. Opting for a qualitative methodology, the study was carried out with semistructured interviews with principals, teachers and students in order to identify specific characteristics of these particular teachers that can affect positively the students learning and promote levels of motivation and learning’s. The results allow us to conclude that the teaching strategies that produce more positive effects on learning are those that are based on the active participation of students and the use of different teaching resources and methods. On the other hand, the study shows the importance that the affection assumes on the development of a pedagogical relationship quality and its influence on motivation and academic performance of students.
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Keywords
Sucesso escolar Professor eficaz Relação pedagógica Estratégias de ensino School success Effective teacher Pedagogical relationship Learning strategies