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- Conceptions of teaching skills in distance learning: a comparative analysis of the literature and the digital competency frameworksPublication . Loureiro, Ana Claudia; Santos Miranda Pinto, MaribelThis qualitative study conducts a comparative content analysis of the conceptions of online lecturer competence identified in the literature on distance learning and those proposed in three international digital competence frameworks for educators developed by the European Union, UNESCO, and the International Society for Technology in Education. This analysis aims to: (i) identify the conceptions of teaching competence advocated in distance learning studies and international digital competence frameworks, and (ii) characterise the main similarities and differences regarding these conceptions. The relevance of this study lies in the need to update and expand the competences required of lecturers in the online context. The results indicate that specific competences for online lecturers emphasise pedagogical and technological aspects directly related to distance teaching practice, whereas the international digital competence frameworks address a more comprehensive set of skills, including ethical, safety, and digital citizenship issues. It is concluded that lecturers' competences for online teaching transcend technical and pedagogical dimensions, equally integrating social and cultural competences. The study contributes to a broader understanding of online lecturer competences, providing insights for future teacher training initiatives in distance learning.
- EXPLORING FEELINGS AND EMOTIONS USING PICTUREBOOKS: A DIDACTIC PROPOSALPublication . Melão, DulceKnowing how to process feelings and emotions from an early age has been widely recognized as having a strong impact on how children build relationships with others and welcome empathy, fostering socioemotional skills essentials to face contemporary challenges that involve conflicts at small and larger scales. In this light, teachers play a fundamental role in helping children to identify and understand feelings and emotions, so that they can deal with them harmoniously and learn to live together in peace with each other, respecting everyone. In line with the above, this paper investigates the role played by picturebooks to encourage the understanding of emotions, in primary education, through didactic proposals having at its core shared reading practices and autonomous reading. For the purposes of this study, two picturebooks, by JonArno Lawson are analyzed: Sidewalk flowers and Over the rooftops, under the moon. The theoretical framework of the study draws from research on the importance of using picturebooks to encourage understanding of feelings and emotions from an early age. Furthermore, studies focusing on the role of picturebooks’ illustrations to foster the development of attitudes and values leading to multifaceted ways of looking at the world are also considered…. As far as methodology is concerned, the main themes emerging from the picturebooks are analyzed and articulated with meanings conveyed by the illustrations. From this synergy, paths of exploration of both works are suggested, and emphasis is put on potential of the poetic nature of illustrations to unveil a plurality of feelings and emotions. The analysis carried out allows us to conclude that the two picturebooks analyzed have ample potential for didactic exploration, enabling children to gain a better understanding of feelings and emotions such as loneliness, joy, sadness, fear and loss. Illustrations play a key role in helping to identify these feelings and emotions, enhancing interactions with readers, both in shared reading practices and in autonomous reading. Both books gently offer ways of rethinking how to deal with feelings and emotions, contributing to the development of attitudes and values that foster peace.
- Propostas de fruição da ilustração nas práticas educativas de futuros professoresPublication . Melão, Dulce; Pereira, Ana; Almeida, AnaBecause of the multiple meanings they reverberate, illustrations play a fundamental role in shaping the educational practices of future teachers and can have a positive impact on their future audience. Following this line of thought, the main aim of this paper is to present a proposal for exploring the book Under the Same Moon, by Jimmy Liao, reflecting on ways to explore illustration paths in educational contexts, fostering peace education. The theoretical framework of the paper draws from: i) the potential of children’s literature to increase aesthetic sensibility, by investing on the peritextual apparatus; ii) international recommendations and national guidelines concerning peace education. In line with this, methodologically, the focus is put on the peculiarities of peritexts and their importance to nurture attention to detail in future teachers educational practices, and special attention is given to illustrations, with an emphasis on their multifaceted nature. The proposal suggested on the basis of the book selected highlights the importance of including ways of exploring the illustrations which, having a preponderant role in the development of the narrative, contribute to enhancing understanding of peace. In this sense, the proposal can be seen as a viable option for the implementation and development of educational practices by future teachers with their future audience.
- Welcoming linguistic diversity in What makes us humanPublication . Melão, DulceThis paper aims to explore What makes us human, by Victor Santos, with illustrations by Anna Forlati, addressing the importance of languages as cultural treasures in permanent metamorphosis through text/image synergies. The theoretical framework of the research is based on studies on the current challenges of linguistic diversity in educational contexts and on the role of “new nonfiction picturebooks” regarding the understanding of multiple facets of Education for Global Citizenship in primary school, as well as Education for Peace The following research objectives were defined: i) to investigate the role of text/image interactions regarding the development of comprehension skills to foster respect for linguistic diversity and their didactic potential; ii) to examine the multidimensional ways in which text/image synergies promote a culture of peace, aligned with Global Citizenship Education. Methodologically, synergies text/image were analyzed, and thematic nuclei were identified in line with the aims set for the research. Two categories emerged a posteriori: i) welcoming linguistic diversity and cultural heritage; ii) socio-emotional aspects related to using languages, illustrating peace. The articulation of the categories showed that the picturebook analyzed has generous didactic potential, encouraging respect for all languages as strong links to build bridges for peace and well-being. The paper has also shed light on the fundamental role of illustrations in shared reading practices to fulfil this goal.
- WHEN POETRY GREETS NATURE: EDUCATING FOR SUSTAINABLE DEVELOPMENT IN PRIMARY EDUCATIONPublication . Melão, DulceNon-fiction picturebooks have been increasingly recognized as powerful didactic tools to rethink important contemporary challenges such as climate change, ocean life, pollution, linguistic diversity and cultural heritage. Reflecting on these topics is very important in primary education because of how it can increase the development of critical thinking and contribute to building a fairer and more inclusive society. In addition, non-fiction picturebooks creatively stimulate children's curiosity, encouraging their interest in the topics covered, by the multifaceted way in which they combine texts with illustrations. Considering the above, this paper presents a proposal for a didactic approach to the non-fiction picturebook Time runs like a river, by Emma Carlisle, with the central aim of exploring how it can contribute to educating for sustainable development and nurture aesthetic sensibility. The theoretical framework of the paper is supported by research on the relevance of non-fiction picturebooks in Education, as well as international reports and studies on Education for Sustainable Development. In terms of methodology, the peritextual apparatus is analyzed, and attention is paid to the didactic role of illustrations for understanding the multidimensional nature of sustainable development. In addition, the paper explores the ways in which information interacts with the poetic features of the text, in dialogue with the illustrations, stimulating attention to detail. The paths followed led to the conclusion that this picturebook is an aesthetic artefact whose hybridity makes a strong contribution to developing children’s critical thinking, regarding Education for Sustainable Development, given the multifaceted challenges it poses to them throughout the reading. The harmonious combination of the illustrations with the text also makes it possible to foster inferential comprehension, cultivating reading for pleasure. It also contributes to highlighting the importance of individual behavior and attitudes towards sustainable development. In that light, Time runs like a river is a powerful thought-provoking tool to help children rethink new paths to build a more just and equitable society, welcoming peace.