Curriculum Conception, Implementation and Evaluation: An Experience

Galvão, Cecília; Faria, Cláudia; Freire, Sofia; Baptista, Mónica

doi:10.1007/978-3-319-32351-0_13

Cited by 10 publications

(24 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, despite the importance attributed to the reflection and to the construction of professional knowledge by the teachers as a way to break with non-reflected practices and conceptions, research show that teachers' practices remain more or less unchanged [37]. Even beginning teachers involved in recent innovative practices in contexts of ITT tend to adopt more traditional ones when they are placed in contexts of professional practice [38].…”

Section: Discussionmentioning

confidence: 99%

Transformative Orientation in Learning to Teach Physics and Chemistry

Baptista¹,

Freire²,

Freire³

2017

Science Education - Research and New Technologies

Self Cite

View full text Add to dashboard Cite

Initial teacher training (ITT) involves different perspectives regarding the role of theoretical versus practical knowledge in teaching and requires an answer to how students integrate theory and practice and how learning environments contribute to this integration. Many authors have been advocating the idea of teachers as researchers of their own practice as a way to establish connections between theoretical knowledge and the knowledge gained from their practice. The ITT program of the University of Lisbon is based on a conceptual framework that proposes that student-teachers construct professional knowledge from researching their own practice in a context of supervised practice. This paper aims at describing the interpretations that student-teachers make about the Portuguese science curriculum, as well as describe the research questions and methods that they used for collecting data concerning students learning, and their evaluation of the learning process. For that, 31 written reports were analyzed. While involved in the design of the didactic proposals, student-teachers were encouraged to interpret the formal curriculum and turn it into a teaching curriculum, and to critically reflect on the curriculum. By researching their own practice, they developed new understanding regarding students' difficulties, promoting students' conceptual change and managing classroom and students' behavior.

show abstract

Section: Discussionmentioning

confidence: 99%

Transformative Orientation in Learning to Teach Physics and Chemistry

Baptista¹,

Freire²,

Freire³

2017

Science Education - Research and New Technologies

Self Cite

View full text Add to dashboard Cite

show abstract

“…e Sousa (2015) Assistência Concluímos que ainda falta muito para a capacitação do profissional para com o autismo, é de fundamental importância ter profissionais qualificados para lidar e garantir ao paciente um atendimento de qualidade, transformando os seus obstáculos em igualdade.…”

Section: Vasconcelosunclassified

Evidências Científicas Sobre O Uso Da Aromaterapia Frente Aos Desconfortos Gestacionais

Silva¹,

Brito²,

Matos³

et al. 2022

Amplamente: Relatos E Pesquisa Em Saúde

View full text Add to dashboard Cite

Todos os autores desta obra declaram que trabalharam ativamente na produção dos seus trabalhos, desde o planejamento, organização, criação de plano de pesquisa, revisão de literatura, caracterização metodológica, até mesmo na construção dos dados, interpretações, análises, reflexões e conclusões. Assim como, atestam que seus artigos não possuem plágio acadêmico, nem tampouco dados e resultados fraudulentos. Os autores também declaram que não possuem interesse comercial com a publicação do artigo, objetivando apenas a divulgação científica por meio de coletâneas em temáticas específicas.

show abstract

“…In this context, citizens have to be prepared to adapt to different environments. Therefore, citizens' knowledge must also be comprehensive and based on multiple capabilities (Galvao et al, 2017).The skyrocketing technological advancement and globalization of markets demand individuals with skills of creativity, communication skills and ability to learn throughout life (AMA, 2010). Amidst, the ever changing work milieu, schools have to provide learning experiences, such as communication and digital skills, numerical competencies, science and technology know-how, social and civic competences, sense of initiatives , entrepreneurship and metacognition, cultural awareness and expression (Galvao, et al, 2017;European Parliament and Council, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, citizens' knowledge must also be comprehensive and based on multiple capabilities (Galvao et al, 2017).The skyrocketing technological advancement and globalization of markets demand individuals with skills of creativity, communication skills and ability to learn throughout life (AMA, 2010). Amidst, the ever changing work milieu, schools have to provide learning experiences, such as communication and digital skills, numerical competencies, science and technology know-how, social and civic competences, sense of initiatives , entrepreneurship and metacognition, cultural awareness and expression (Galvao, et al, 2017;European Parliament and Council, 2006). That means, any discipline which has a locus (research domain) and focus on dynamic phenomena such as societal challenges and governance trends has to stay upfront of the latest developments (Van der Waldt, 2012).To remain relevant and provide students with the current development in practices and theories, and to contribute to the entire development-it is imperative that the curricula of the discipline are reviewed frequently.…”

Section: Introductionmentioning

confidence: 99%