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Advisor(s)
Abstract(s)
There is a great scientific consensus about the centrality of the school, and in
particular the teacher, on the quality of student learning, and teaching practices
are a key part of student’s school success. However, the classroom is still one of
the secret places of most schools, it is the secret garden, a place with (many)
mysteries to unveil.
Aware of the fact that the classroom is the heart of the school, we intend to
understand how planning, implementation and monitoring of the teaching learning
process is done and to identify the main teaching strategies and the type of work
used in two schools with different academic results, but with contexts and similar
student populations. Questionnaires were applied (teachers and students),
observations of classes were done and semi-structured interviews (teachers), focus
group (students) were implemented and the results of evaluation of the students of
the 6th and 9th forms in the subjects of Portuguese and Mathematics were
analysed. From the analysis and interpretation of the data it is possible to verify
that the two schools present differences in the way in which they plan and
materialize the teaching-learning process. In some respects, there is a
contradiction between what the teachers say they do and what has been observed
and/or perceived by the students, showing that the school is a mosaic of visions,
perceptions and realities.
Description
Keywords
Success Process teaching-learning Classroom
Citation
Amorim, S., Cabral, I., Matias Alves, J. (2017). Pelos 'jardins secretos' de duas escolas com populações estudantes semelhantes, mas com resultados académicos diferentes. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 468-488). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Publisher
Universidade Católica Portuguesa