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Percorrer PEDU - Artigos em revistas internacionais por Objetivos de Desenvolvimento Sustentável (ODS) "04:Educação de Qualidade"
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- Knowledge to teach mathematics with technology: The global modelPublication . Rocha, HelenaThe teacher’s central role in technology integration and the chal-lenges of that integration emphasise the need for a deeper under-standing about the teacher’s knowledge required to teach with tech-nology. Based on previous work and a systematic literature review,we identified three knowledge models often used: TPACK, KTMT andPTK. The goal of this paper is to discuss the similarities and differencesbetween these knowledge models and present a Global Model. ThisGlobal Model is not a new model. On the contrary, it is a model devel-oped based on the existing models and intending to integrate ina single model the knowledge domains considered in the differentexisting models. The Global Model highlights the common domainsconsidered and the common roots for the three models, but it alsomakes explicit the differences, mostly related to the understandingof the domains or even to the domains considered, and also to theway how the knowledge’s development is conceived
- Placing social and emotional support at the center of school climate: A scoping review of measures for middle and secondary schoolsPublication . Castro, Catarina; Barata, Maria Clara; Alexandre, Joana; Santos, RitaSchool climate can be defined as the perceptions of students, teachers/staff, and families, and the patterns of experiences that guide their daily life at school. There are a multitude of largely consensual theoretical approaches that seek to define school climate, but similar constructs are often operationalized and measured with different designations. Additionally, there has been an increase in research, practice, and public policy on the social and emotional learning (SEL) of students, but the support for this domain is rarely explicitly reflected in school climate instruments. This scoping review aims to conduct an exhaustive search for existing school climate measures, and to (1) identify the ones most frequently used, and (2) critically assess the integration of support for social and emotional learning in their composition. Results reveal a proliferation of school climate measures, with 965 studies using 404 different instruments. An analysis of those used more than five times in the literature shows that approximately 5% of measures (less than 1% of all subscales) explicitly address SEL; two thirds include items operationalizing social and emotional skills in students (6% of all items); and 91% include subscales shown to be directly related to SEL in the literature (55.04% of all subscales). This study adds clarity to the conceptualization of school climate and its relationship with the support for students’ social and emotional learning, and its results contribute to increased monitoring of quality in school practices, placing students’ social and emotional development at the center.
- Portuguese teachers’ beliefs and practices about transition from preschool to primary schoolPublication . Fernandes, Carla Costa; Mata, Lourdes; Santos, Natalie NóbregaThe transition from preschool to first grade is a crucial milestone in early education, influencing children’s academic and social development. This process involves significant changes in educational settings, teaching approaches, and peer interactions. Teachers play a crucial role in shaping children’s transition experiences and understanding their beliefs and practices can provide valuable insights into improving transition support strategies. Research Findings: This study examined the beliefs and practices of 1321 preschool teachers and 918 primary school teachers in Portugal regarding the transition to first grade. Using structural equation modeling, we analyzed teachers’ perceptions about the conditions that facilitate or hinder the transition, the activities they implement, and the challenges they encounter. Results showed that both groups of teachers largely agreed on key conditions affecting transition success. Furthermore, a relationship was found between teachers’ beliefs and the practices they adopt to support children’s adaptation. Practice or Policy: These findings highlight the need for structured transition support in schools. Professional development programs should enhance teachers’ understanding of effective transition strategies, fostering continuity in learning. Strengthening collaboration between preschool and primary school teachers can help create smoother transitions, promoting children’s academic and social adjustment.