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Publication
A perceção dos alunos sobre as práticas de diferenciação pedagógica aplicadas em sala de aula
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| 3.4 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O propósito deste estudo consistiu em compreender a perspetiva dos alunos acerca
da regularidade com que seus professores empregam estratégias de diferenciação
pedagógica e avaliar a eficácia que atribuem a essas práticas em relação ao processo de
aprendizagem. Neste estudo participaram 276 alunos, do 7º ao 12º ano de escolaridade. A
ferramenta utilizada na recolha de dados sofreu uma validação por meio de analises
fatoriais exploratórias e confirmatórias e resultou num questionário online constituído por
sete dimensões distintas (Planeamento; Atividades e Tarefas de Aprendizagem; Materiais
e Recursos; Organização do Trabalho dos Alunos; Clima Social e de Sala de Aula;
Avaliação e Monotorização e Autonomia e Voz dos Alunos) que no seu todo comportam
45 itens. Os resultados deste estudo demonstraram que os alunos veem como mais
frequentes as adaptações que os professores fazem em relação a voz dos alunos na
avaliação. Contudo, as que veem como menos frequentes dizem respeito as práticas
relacionadas com a estruturação das atividades e recursos de aprendizagem. Já as práticas
consideradas mais eficazes são as que remetem para as práticas relacionadas com a voz
dos alunos na avaliação. Ao contrário das práticas consideradas menos eficazes, que
dizem respeito aos recursos que desenvolvem a autonomia. Foi possível verificar que
todos os fatores da eficácia e frequência se correlacionam. Os resultados do estudo atual
destacam a relevância das abordagens de diferenciação pedagógicas num contexto mais
amplo e em particular, focam naquelas que demonstraram maior eficácia sob a perspetiva
dos estudantes.
ABSTRACT: The purpose of this study consisted in the comprehension of the student’s perspective in the regularity in which their professors employ strategies of pedagogical differentiation and to evaluate the efficacy into which they attribute to those practices in relation to their learning process. There were 276 students’ participants from 7th to 12nd school years. The tool used in data collection underwent a validation by the means of factorial analysis both exploratory and confirmatory resulting in an online questionnaire built with seven distinct dimensions (Planning; Learning Activities and Skill; Materials and Resources; Students Work Organization; Social and Class Environment; Monitoring, Assessment, Autonomy, and students’ voices) complexing of 45 items in total. Results of this work demonstrate that students look at modifications and adaptions provided by them are more frequently felt, and the practices shown to be more efficient are also the ones provided by students; "contrary to this result the practices that are less effective are in respect to the resources that develop autonomy". All factors related to efficacy and frequency were correlated. Results from this study underline the relevance for different pedagogic practices in a more ample context, in particular focusing in those that show greater efficacy under the perspective of the students.
ABSTRACT: The purpose of this study consisted in the comprehension of the student’s perspective in the regularity in which their professors employ strategies of pedagogical differentiation and to evaluate the efficacy into which they attribute to those practices in relation to their learning process. There were 276 students’ participants from 7th to 12nd school years. The tool used in data collection underwent a validation by the means of factorial analysis both exploratory and confirmatory resulting in an online questionnaire built with seven distinct dimensions (Planning; Learning Activities and Skill; Materials and Resources; Students Work Organization; Social and Class Environment; Monitoring, Assessment, Autonomy, and students’ voices) complexing of 45 items in total. Results of this work demonstrate that students look at modifications and adaptions provided by them are more frequently felt, and the practices shown to be more efficient are also the ones provided by students; "contrary to this result the practices that are less effective are in respect to the resources that develop autonomy". All factors related to efficacy and frequency were correlated. Results from this study underline the relevance for different pedagogic practices in a more ample context, in particular focusing in those that show greater efficacy under the perspective of the students.
Description
Dissertação de Mestrado realizada sob a
orientação do Professor Sérgio Gaitas, apresentada
no Ispa - Instituto Universitário para obtenção do
grau de Mestre na especialidade de Psicologia da Educação.
Keywords
Perceção dos alunos Diferenciação Pedagógica Educação Inclusiva Voz dos Alunos Student´s perception Teacher´s perception Pedagogical Differentation Inclusive education Student Voice