Crenças de professores e futuros professores portugueses sobre a reprovação no 2º ano de escolaridade

Abstract

RESUMO Este estudo procurou investigar as crenças de professores e futuros professores - estudantes de cursos de formação de professores - do 1º ciclo do ensino básico em Portugal relacionadas à reprovação no 2º ano de escolaridade. Participaram 137 professores em serviço e 99 estudantes em formação (idades entre 19 e 65 anos, 96,2% do sexo feminino), que responderam a um questionário sobre os efeitos acadêmicos gerais e socioafetivos da reprovação, bem como os efeitos da reprovação precoce. Os resultados mostraram uma grande variabilidade nas crenças, com os professores em exercício apresentando crenças mais positivas que os estudantes. Existe também uma associação entre as crenças dos professores e as suas práticas. As crenças parecem ter um impacto na prática docente, conseguindo sobrepor-se às políticas educacionais e às recomendações científicas.

Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system

“…Studies about grade retention beliefs have identified that many teachers, particularly those who teach in the first years of schooling, believe that repeating a grade brings several benefits to students in terms of learning and competence development, having positive beliefs about their effectiveness (Bonvin, 2003;Crahay et al, 2013Crahay et al, , 2014Range et al, 2012;Ribeiro et al, 2018;Tomchin & Impara, 1992;Witmer et al, 2004). Likewise, studies developed by Rodrigues et al (2017), Santana (2019), and Santos and Monteiro (2021) observed that most Portuguese teachers consider that grade retention has more advantages than disadvantages.…”

“…According to Rokeach (1968), beliefs shared with others are assumed to have more functional connections and consequences for other beliefs than beliefs not shared with others. A previous study with Portuguese teachers observed that the more teachers think their peers have a favourable opinion about retention, the more positive their own beliefs about retention were (Santos & Monteiro, 2021). Furthermore, Ajzen theory of planned behaviour (1991) also suggests that teachers' behaviour is influenced by societal beliefs and pressures.…”

“…The third dimension assesses the socio-affective consequences of grade retention in students' self-image and selfcompetence. These three factors were also identified in a shortened version of DAISS's questionnaire used in a sample of Portuguese teachers (Santos & Monteiro, 2021). In Santos and Monteiro's study, 86.1% of teachers agreed that grade retention was adequate for preventing failure, 65.7% agreed that it was effective as an external regulator, and 53% agreed that retention had no adverse consequence for students.…”

Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

“…Most primary teachers have positive beliefs regarding retention, considering that it effectively prevents student failure and is essential when the student is considered immature (Bonvin, 2003;Crahay et al, 2013Crahay et al, , 2014Ribeiro et al, 2018;Tomchin & Impara, 1992). In Portugal, retention is considered a natural procedure that promotes learning (CNE-Conselho Nacional de Educação, 2015) with more advantages than disadvantages (Rodrigues et al, 2017), being more effective the earlier it is performed (Santos & Monteiro, 2021). Fives and Buehl (2012) suggest that beliefs can guide teachers' decision-making and serve as information filters, influencing how teachers interpret new information and experiences.…”

“…Some information was rejected if it did not meet the teacher's beliefs (Vanlommel et al, 2017). In Portugal, Santos and Monteiro (2021) observed that teachers who retained more students in the second grade had more positive beliefs regarding the effectiveness of retention (Santos & Monteiro, 2021). In fact, research have shown that teacher beliefs about grade retention predict their their grade retention practices (Bonvin, 2003), particularly when their colleagues share their beliefs (Santos et al, 2023).…”