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Abstract(s)
O objetivo do estudo foi analisar as perceções de alunos do 2º e 3º ciclo relativamente às características e comportamentos dos professores que facilitam e dificultam a aprendizagem. Para tal, foram realizados nove grupos de discussão focalizada em cinco escolas privadas da Área Metropolitana do Porto, envolvendo um total de 59 alunos do 5º ao 9º ano, 33 do sexo feminino e 26 do masculino, com idades compreendidas entre os 10 e os 14 anos. A análise de dados foi executada através do processo semi-indutivo de codificação descritiva, através do NVivo 12. Os resultados mostram a importância do papel do professor, das suas características e comportamentos na aprendizagem dos alunos, destacando-se os comportamentos do professor na forma de ensinar, nomeadamente o uso de recursos diversificados, o envolvimento ativo do aluno na aula, o incentivo e reforço dos alunos e a clareza instrucional. O sentido de humor do professor, assim como a sua gestão emocional, emergiram também como aspetos relevantes. Como dificultadores da aprendizagem, emergiu ainda uma categoria relativa à manifestação por parte do professor de preferência por determinados alunos, segundo a perceção dos participantes. São discutidas as implicações práticas do estudo, assim como são apontadas sugestões para futuras investigações.
The aim of the study was to analyze the perceptions of students in the 2nd and 3rd cycles regarding the characteristics and behaviors of teachers that facilitate and hinder learning. To this end, nine discussion groups were held focused on five private schools in the Metropolitan Area of Porto, involving a total of 59 students from the 5th to the 9th grade, 33 female and 26 male, aged between 10 and 14 years. Data analysis was performed through the semi-inductive process of descriptive coding, through NVivo 12. The results show the importance of the teacher's role, its characteristics and behaviors in the students' learning, highlighting the teacher's behaviors in the way of teaching, namely the use of diversified resources, the student's active involvement in the class, the incentive and reinforcement of students and instructional clarity. The teacher's sense of humor, as well as his emotional management, also emerged as relevant aspects. As a hindrance to learning, a category also emerged regarding the manifestation by the teacher of preference for certain students, according to the perception of the participants. The practical implications of the study are discussed, as well as suggestions for future investigations.
The aim of the study was to analyze the perceptions of students in the 2nd and 3rd cycles regarding the characteristics and behaviors of teachers that facilitate and hinder learning. To this end, nine discussion groups were held focused on five private schools in the Metropolitan Area of Porto, involving a total of 59 students from the 5th to the 9th grade, 33 female and 26 male, aged between 10 and 14 years. Data analysis was performed through the semi-inductive process of descriptive coding, through NVivo 12. The results show the importance of the teacher's role, its characteristics and behaviors in the students' learning, highlighting the teacher's behaviors in the way of teaching, namely the use of diversified resources, the student's active involvement in the class, the incentive and reinforcement of students and instructional clarity. The teacher's sense of humor, as well as his emotional management, also emerged as relevant aspects. As a hindrance to learning, a category also emerged regarding the manifestation by the teacher of preference for certain students, according to the perception of the participants. The practical implications of the study are discussed, as well as suggestions for future investigations.
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Keywords
Aprendizagem Características dos professores Comportamentos dos professores Perceções de alunos Grupos de discussão focalizada Learning Teachers' characteristics Teachers' behaviors Students' perceptions Focus groups