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Advisor(s)
Abstract(s)
A relação entre inovação pedagógica e aprendizagem ativa dos alunos tem vindo a ser salientada pela literatura, mantendo-se consistente ao longo do percurso educativo. Este estudo visa avaliar o efeito percebido das práticas pedagógicas na aprendizagem, considerando as perspetivas de professores e de alunos do 3.º Ciclo e do Ensino Secundário de um colégio privado, localizado na zona norte do País. Adotando uma metodologia qualitativa, realizaram-se dois Focus Group, um constituído por 7 professores e outro por 12 alunos, incidindo sobre os seguintes pontos: i) perceções sobre inovação pedagógica; ii) caracterização das práticas pedagógicas inovadoras implementadas pelos professores; e iii) influência das práticas pedagógicas inovadoras na aprendizagem dos alunos. Após validação da transcrição das respostas, pelos participantes, foi realizada uma análise temática, considerando os blocos de questionamento do guião de Focus Group, recorrendo ao software MAXQDA 2022. Os resultados analisados permitiram compreender quais as perceções de alunos e professores acerca do conceito de inovação pedagógica e das práticas que mais impactam uma aprendizagem significativa. Deste estudo, decorrem implicações relevantes para a prática salientando a importância de ocorrerem mudanças ao nível das formas de avaliação, formas de comunicar e alterações no ambiente de sala de aula.
The relationship between pedagogical innovation and active student learning has been highlighted in the literature and has remained consistent throughout the educational journey. This study aims to assess the perceived effect of pedagogical practices on learning, considering the perspectives of teachers and students from the 3rd cycle and secondary education in a private school, located in the north of the country. Adopting a qualitative methodology, two Focus Groups were conducted, one composed of 7 teachers and the other of 12 students, focusing on the following points: i) perceptions about pedagogical innovation; ii) characterization of the innovative pedagogical practices implemented by teachers; and iii) influence of innovative pedagogical practices on student learning. After validation of the transcription of the answers by the participants, a thematic analysis was performed, considering the questioning blocks of the Focus Group script, using the MAXQDA 2022 software. The analyzed results allowed us to understand the perceptions of students and teachers about the concept of pedagogical innovation and the practices that have the greatest impact on meaningful learning. This study has relevant implications for practice, highlighting the importance of changes in forms of assessment, ways of communicating, and changes in the classroom environment.
The relationship between pedagogical innovation and active student learning has been highlighted in the literature and has remained consistent throughout the educational journey. This study aims to assess the perceived effect of pedagogical practices on learning, considering the perspectives of teachers and students from the 3rd cycle and secondary education in a private school, located in the north of the country. Adopting a qualitative methodology, two Focus Groups were conducted, one composed of 7 teachers and the other of 12 students, focusing on the following points: i) perceptions about pedagogical innovation; ii) characterization of the innovative pedagogical practices implemented by teachers; and iii) influence of innovative pedagogical practices on student learning. After validation of the transcription of the answers by the participants, a thematic analysis was performed, considering the questioning blocks of the Focus Group script, using the MAXQDA 2022 software. The analyzed results allowed us to understand the perceptions of students and teachers about the concept of pedagogical innovation and the practices that have the greatest impact on meaningful learning. This study has relevant implications for practice, highlighting the importance of changes in forms of assessment, ways of communicating, and changes in the classroom environment.
Description
Keywords
Inovação pedagógica Aprendizagem ativa Metodologias ativas Innovation Pedagogy Active learning Active methodologies