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- 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.
- 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.
- 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
- Interdisciplinary teaching practices in STEAM education in BrazilPublication . Abra Olivato, J.; Castro Silva, J.This study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.
- Contribution to the validation of the expectancy-value scale for primary school studentsPublication . Peixoto, Francisco; Radišić, Jelena; Kesegi-Krstin, Ksenija; Hansen, Brian Benjamin; Laine, Anu; Baucal, Aleksandar; Sõrmus, Maarja; Mata, LourdesGrounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’
- Structural relations among implicit theories, achievement goals, and performance in writingPublication . Camacho, Ana; Alves, Rui A.; Daniel, João R.; De Smedt, Fien; Van Keer, Hildeinexistente
- Processo de avaliação: Elaboração do Programa Educativo IndividualPublication . Almeida, Maria de Guadalupe Comparada; Morgado, JoséA educação inclusiva recomenda o acesso a uma educação de qualidade para todos, que permita a apropriação do conhecimento e o desenvolvimento de competências, orientando os indivíduos de acordo com respostas adaptadas às exigências sociais. A escola pública é o garante de respostas de qualidade à diversidade sociocultural, física ou mental do individuo. O objetivo deste estudo vai ao encontro do que é sugerido pelas diretivas nacionais e internacionais para uma escola inclusiva, e pretende analisar qual o processo de avaliação que as equipas multidisciplinares elegem para o desenho do Programa Educativo Individual (PEI). A recolha dos dados será realizada através de questionários e entrevistas a equipas multidisciplinares de educação especial, de 3 agrupamentos escolares. Os resultados preliminares apontam para que apesar de todos terem por base a legislação, cada agrupamento organiza-se de forma própria, não existindo uma uniformização nos processos.
- Job insecurity fluctuations and support towards Italian precarious schoolteachersPublication . Giunchi, Marianna; Marques-Quinteiro, Pedro; Ghislieri, Chiara; Vonthron, Anne-MariePurpose – The negative consequences of job insecurity on the well-being of individuals are well known. However, the perceptions of job insecurity over time and how some factors such as social support may affect them have received limited attention. This study follows precarious schoolteachers for three weeks before the end of their contract to explore how their perceptions of job insecurity evolve over time. Design/methodology/approach – The participants were 47 precarious schoolteachers who first completed a general questionnaire, then a diary survey on nine occasions over the course of the three weeks. Data was analysed with MPLUS 7.3. Findings – The results suggest intra-individual differences regarding the way job insecurity was perceived overtime.Anadditionaldiscoverywasthatsupportprovidedbytheschoolprincipalwasnegativelyrelatedto changes in job insecurity over time. Research limitations/implications – The relatively small sample size, which includes only precarious schoolteachers, and the methodology complexity of the diary are limitations of this study. Practical implications – This study highlights the subjective nature of the perceptions of job insecurity. It alsoshowstheimportanceoftheschoolprincipal’ssocialsupporttowardsprecariousschoolteachers;therefore, practitioners should propose interventions to enhance the quality of principal–teachers relationships. Originality/value – This study contributes to the literature by investigating how perceptions of job insecurity evolve over time and the role of social support.
- Lifelong learning: conceptualizations in European educational policy documentsPublication . Alves, Mariana Gaio; Neves, Cláudia; Gomes, Elizabeth. XavierOver recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis, namely: the supranational, the national, the institutional and, finally, the individual level of analysis. This methodological strategy reflects a theoretical understanding of policy as the result of the actions of a diversity of actors at different levels. This article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents. First, the authors clarify the methodological issues raised by the research findings presented. Second, they discuss the results concerning the process of definition of European educational policies. Third, the authors briefly revisit the evolution of the idea of lifelong learning and discuss the results regarding its plurality of meanings and conceptualizations within the documents considered for analysis.
- Theory and texts of educational policy: Possibilities and constraintsPublication . Gonçalves, Teresa N. R.; Gomes, Elisabete Xavier; Alves, Mariana Gaio; Azevedo, Nair RiosIn our paper we aim at reflecting upon the extent to which educational theory may be used as a framework in the analysis of policy documents. As policy texts are ‘heteroglossic in character’ (Lingard and Ozga, in The Routledge Falmer reader in education policy and politics, Routledge, London and New York, 2007, p. 2) and create ‘‘circumstances in which the range of options available in deciding what to do are narrowed or changed’’ (Ball in, Education policy and social class: The selected works of Stephen J Ball, Routledge, London and New York, 2006, p. 46), they need to be theoretically tackled in their underlying assumptions and implications. This proposal draws on an analysis of two sets of documents of the European Union: texts produced between 2000 and 2006, underlying the European Union programmes; and texts produced by a working group focusing on the key competences of Lifelong Learning (2003–2006). Initially, the framework for the analysis of different documents was grounded on the existing research in the field of educational policy. Now we attempt a secondary analysis of the collected data by transposing the borders of this particular and highly prolific field. We argue that what is outside the texts may reshape what is inside the texts. Educational theory allows us to define some conceptual tools in order to question the documents as political apparatus which open and constrain possibilities. Therefore, we will use educational theory as an arena where different matters, perspectives and possibilities may be explored and assembled. We have engaged in a conversation with both the data and some theoretical approaches. Central to this conversation are the concepts of ‘‘ignorant schoolmaster’’ (Rancie`re, in The ignorant schoolmaster five lessons in intellectual emancipation, Stanford University Press, Stanford, 1991), ‘‘learning contexts’’ (Edwards, in Rethinking contexts for learning and teaching, Routledge, Oxon and New York, 2009a, b), and ‘‘experience’’