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Autores
Orientador(es)
Resumo(s)
The current study aimed to analyze the perceptions reported by educators and teachers
from Priority Intervention Educational Territories, from pre-school to secondary
education, about their students. Participated in this study 53 teachers from four schools
in the north of Portugal. Data were collected through a questionnaire containing openended
questions, the answers of which were analysed through content analysis. Data
allowed to identify essential dimensions in promoting learning, that, through the vision
of the teachers, are absent or insufficient in students nowadays. Teachers reported a
reduced students involvement in their learning process, in the emotional, cognitive and
behavioral domains, being described as unmotivated, disinterested, without study skills
and work habits, with low school expectations, with concentration difficulties, without
goals or ambitions, slightly engaged, with difficulties in complying with school and
classroom rules. References to the students’ family background have also emerged.
Some questions are suggested for reflection concerning the ways to build solutions that
promote a better learning.
Descrição
Palavras-chave
Perceções dos professores Atributos do aluno Envolvimento do aluno Aprendizagem. TEIP
Contexto Educativo
Citação
TRIGO, Luísa Ribeiro – Como são descritos pelos professores os alunos de hoje?; PALMEIRÃO, Cristina; ALVES, José Matias - [coord.] - Ser autor, ser diferente, ser TEIP. Porto: Universidade Católica Editora , 2015. ISBN 978-989-8366-99-3.p. 95-108