2011
DOI: 10.1590/s1413-85572011000200011
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Abstract: ResumoA pesquisa focalizou as teorias implícitas dos professores sobre ensino e aprendizagem. Assume-se a ótica das teorias implícitas: a direta (o conhecimento é uma cópia fiel da realidade), a interpretativa (o conhecimento reflete a realidade percebida) e a construtivista (conhecimento como construção pessoal). Responderam ao questionário com dilemas sobre situações pedagógicas 468 professores (Educação Infantil, Educação Básica e Ensino Médio). Os resultados do estudo indicam que 50,9% do conjunto de profe… Show more

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Cited by 3 publications
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“…For Silva et al ( 2011 ), according to the researcher’s interest, his/her conceptions can be analyzed using different methodologies. The research reported here involved four stages.…”
Section: Methodsmentioning
confidence: 99%
“…For Silva et al ( 2011 ), according to the researcher’s interest, his/her conceptions can be analyzed using different methodologies. The research reported here involved four stages.…”
Section: Methodsmentioning
confidence: 99%
“…O planejamento pautou-se nas teorias de ensino--aprendizagem de Gagné (instrução programada), Bandura (sócio-cognitiva) e Ausbel (aprendizagem significativa) (apud MITRE et al, 2008;SILVA;FOSSATTI;SARMENTO, 2011).…”
Section: O Preparo Da Capacitaçãounclassified
“…This paradigmatic renewal in education transcends the perspective focused on the result and the accountability of learned knowledge, towards an approach focused on the process and on the articulation between previous and new knowledge. However, teachers' implicit pedagogical representations and assumptions about teaching and evaluation do not often correspond to the constructivist perspective, but rather respond to direct positivist approaches (Silva, Fossatti, & Sarmento, 2011). Educational intervention modalities and the privileged use of positivist assessment instruments still prevail in teaching practices.…”
Section: Introductionmentioning
confidence: 99%