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Abstract(s)
Vários estudos nacionais e internacionais mostram a pertinência da Relação Pedagógica na
Aprendizagem e Sucesso académico dos alunos.
Ribeiro (1991) apresentou um dos primeiros modelos atuais da Relação Pedagógica: Relação
Pedagógica de Agrado que preconiza uma interação professor-aluno em que o primeiro atrai a si a atenção dos seus
alunos pelas estratégias que utiliza dentro da sala de aula. De forma a estudar a perceção dos alunos da Relação
Pedagógica estabelecida com os professores Wubbels, Creaton e Hooymayes (1985), propuseram o Modelo
Interpessoal do Comportamento do Professor.
Partindo dos modelos anteriores realizamos um estudo de caso junto de 23 alunos a frequentar uma
turma do 7º ano de escolaridade, com os seguintes objetivos: conhecer a perceção dos alunos relativamente à Relação
Pedagógica e seu impacto na motivação para a disciplina de Educação Visual (EV); construir e implementar um
programa de atividades de aula para promover a Relação Pedagógica de Agrado; avaliar o impacto do programa na
perceção da Relação Pedagógica e da motivação na disciplina de EV.
Este estudo contemplou três fases: pré-teste e caraterização dos alunos; implementação do programa;
pós-teste e análise do impacto do programa.
Recorreu-se aos seguintes instrumentos: Questionário sócio demográfico, Questionário de
Avaliação das estratégias pedagógicas do Professor (ambos construídos para este estudo) e o Questionário de
Interação do professor (QIP) (Azevedo et al, 2012)
Os principais resultados apontam para mudanças positivas na perceção dos alunos relativamente à
Relação Pedagógica (como o professor é entusiasta na abordagem dos conteúdos, desperta a atenção dos alunos,
promove a ligação entre a disciplina e a realidade) e à disciplina de EV.
Several national and international studies demonstrate the relevance of the Educational Relationship on learning and academic success of students. Ribeiro (1991) presented one of the earliest current models of Pedagogical Relationship: Relationship of Pedagogical Satisfaction, advocating a teacher-student interaction in which the first attracts the students’ attention to the strategies used within the classroom. In order to study the students' perception of the Pedagogical Relationship established with teachers, Wubbels, Creaton and Hooymayes (1985) proposed the Interpersonal Model of Teacher's Behaviour. Taking these models as a starting point, we conducted a case study with 23 students attending a 7th grade level class, with the following objectives: knowing the students' perception regarding the Pedagogical Relationship and its impact on the motivation for the subject of Visual Education (VE); building and implementing a programme of classroom activities to promote the pedagogical Relationship Satisfaction; assessing the impact of the programme on the perception of the Pedagogical Relationship and motivation in the subject of VE. This study consists of three phases: pre-testing and characterisation of pupils; programme implementation; post-testing and programme impact analysis. We have resorted to the following instruments: socio-demographic questionnaire, questionnaire for evaluation of teacher's pedagogical strategies (both constructed for this study) and the questionnaire of teacher interaction (QTI) (Azevedo et al., 2012). The main results point to positive changes on students' perception regarding the Pedagogical Relationship (due to teacher's enthusiasm in content approach, students' attention is aroused, promoting the link between the subject and reality) and to the subject of VE.
Several national and international studies demonstrate the relevance of the Educational Relationship on learning and academic success of students. Ribeiro (1991) presented one of the earliest current models of Pedagogical Relationship: Relationship of Pedagogical Satisfaction, advocating a teacher-student interaction in which the first attracts the students’ attention to the strategies used within the classroom. In order to study the students' perception of the Pedagogical Relationship established with teachers, Wubbels, Creaton and Hooymayes (1985) proposed the Interpersonal Model of Teacher's Behaviour. Taking these models as a starting point, we conducted a case study with 23 students attending a 7th grade level class, with the following objectives: knowing the students' perception regarding the Pedagogical Relationship and its impact on the motivation for the subject of Visual Education (VE); building and implementing a programme of classroom activities to promote the pedagogical Relationship Satisfaction; assessing the impact of the programme on the perception of the Pedagogical Relationship and motivation in the subject of VE. This study consists of three phases: pre-testing and characterisation of pupils; programme implementation; post-testing and programme impact analysis. We have resorted to the following instruments: socio-demographic questionnaire, questionnaire for evaluation of teacher's pedagogical strategies (both constructed for this study) and the questionnaire of teacher interaction (QTI) (Azevedo et al., 2012). The main results point to positive changes on students' perception regarding the Pedagogical Relationship (due to teacher's enthusiasm in content approach, students' attention is aroused, promoting the link between the subject and reality) and to the subject of VE.
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Keywords
Relação pedagógica Perceção da disciplina de educação visual Pedagogic relationship Perception of the visual education subject