Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students' engagement is also suggested.
Student participation in school life may be considered from the points of view of diverse theoretical frameworks that question different educational aspects related to such social involvement. Issues such as the construction of a democratic school, education for citizenship, active learning and student-centred education may be addressed when the object of one's study focuses on student participation. In the present study, we sought to learn how student participation is promoted in a given set of schools, and what class representatives, students' legal representatives, have to say about it. Data collection was performed by means of a self-description guide characterizing school practices with regard to students' participation and a semi-structured questionnaire administered to the class representatives and vice representatives. The participation described in the guide we have analysed involves mostly one representative type and reveals what is statutorily established. According to the representatives who participated in the study, the role of a student representative is not yet sufficiently valued by the school and by educational actors, namely by their constituents. Hence, it may be concluded that there is mitigated democracy present in the current education system.
Em Portugal, a adaptação dos cursos de formação de professores do ensino básico aos compromissos de Bolonha (decreto-lei nº 74/2006) traduziu-se, em alguns casos, num retrocesso ao modelo bietápico e noutros constatou-se que, a opção por formações generalistas e a crescente dificuldade de condições para realizar estágios em contextos de exercício da docência, tem prejudicado a relação entre a teoria e a prática. É este o foco deste texto. Com ele pretende-se explicitar o que pensam do modelo de formação em vigor, os órgãos de direção e gestão de uma Instituição de Ensino Superior – de formação inicial de professores -, e os respetivos professores e estudantes. Os dados evidenciam diferenças no modo como os estudantes e os professores representam o modelo de formação: enquanto os primeiros relevam a relação teoria prática, os professores, incluindo aqueles que pertencem ao órgão de direção e gestão, valorizaram os aspetos associados à prática pedagógica e o carácter abrangente do modelo.
The study followed students in their 10th year of schooling that entered a new secondary education school in order to examine their perceptions of their previous schools' work and of its relationship with the difficulties they experience when in the transition. The analysis of 155 completed questionnaires of previous students of nine basic education schools verified that students generally appreciated their former schools' work in facilitating their transition experience, particularly in academic and procedural aspects. They also recognised the importance of their own skills, attitudes and previous experiences in their transition phase to the new secondary school. Nevertheless, results indicate that for quality improvement purposes, basic education schools should develop projects aimed at fostering their students' study/work methods in order for them to be able to face increased volume and rigour in their future performances.
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