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Ensino dialógico e feedback: Contributos para uma prática reflexiva no 1º ciclo
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Abstract(s)
This report is based on research that seeks to understand the relationship between dialogic teaching and oral feedback in the context of primary education. This study was developed as part of an internship, together with a third-year class comprising fifty-three children and three teachers. The purpose of this research is to understand which strategies promote a dialogic approach and what type of oral feedback a primary school teacher used and whether this is associated with dialogic principles.
The research was carried out in a private institution that valued formative assessment and co-teaching. Thirty-five children and two teachers participated in the study, which adopted a qualitative ethnographic methodology based on observations recorded in grids and field notes, and structured interviews with the classroom teachers. Data analysis was based on observation records from the different instruments and recordings of two interviews.
The results of this research indicate that, in the context observed, dialogic practices were developing: there were moments of participation and joint construction, on an ad hoc basis in specific situations. Teacher-led interactions predominated, and there was frequent use of product/person-centred feedback, but when dialogic strategies were employed, they showed potential for promoting reflection and self-regulation. Overall, the study points to the need for time, close monitoring and intentional planning to consolidate these practices, recommending longer-term research to evaluate their implementation.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA- Instituto Universitário para obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
Ensino dialógico Feedback Construção do conhecimento Escuta ativa Dialogic teaching Feedback Knowledge construction Active listening