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- A iniciação à prática profissional no curso de Educação Básica: uma reflexão sobre a experiência da Escola Superior de Educação de ViseuPublication . Menezes, Luís; Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Balula, João Paulo; Novais, Anabela; Jales Ribeiro, Esperança; Silva, Ana Isabel; Amante, Susana; Rocha, João; Nunes, João; Lacerda, Carla; Rodrigues, CátiaOs cursos de Educação Básica (EB) integram, de acordo com a legislação em vigor, uma componente de Iniciação à Prática Profissional (IPP). A forma de organizar essa componente da formação, embora regulamentada por alguns princípios consignados nos documentos legais, é da responsabilidade de cada uma das instituições de ensino superior que ministram o curso. Neste artigo, apresentamos um estudo que tem como objetivos: (i) refletir sobre o modelo de organização e funcionamento da componente de formação da Iniciação à Prática Profissional que implementamos na Escola Superior de Educação de Viseu (ESEV); (ii) conhecer as perspetivas dos alunos do curso da licenciatura em Educação Básica sobre a IPP. Este estudo ocorre no momento em que o terceiro grupo de estudantes está a terminar o curso de Educação Básica (2010, 2011 e 2012) e em que os primeiros estudantes terminaram ou estão a terminar os seus mestrados profissionalizantes no âmbito da formação de professores e educadores de infância (cursos que permitem dar seguimento ao curso de EB). O estudo adota uma metodologia de natureza interpretativa. Participam no estudo alunos (finalistas da licenciatura de EB) e diplomados em EB (a frequentar os mestrados de formação de professores). Os dados foram recolhidos através de inquérito, por questionário e por entrevista, e análise SWOT. Os resultados do estudo apontam para uma boa aceitação por parte dos alunos do modelo de IPP, reconhecendo a importância de contactarem com os três níveis de ensino, em instituições educativas diversas. Para além disso, valorizam as tarefas desenvolvidas no âmbito da IPP, assim como o apoio da equipa multidisciplinar.
- Homework in the primary school: teachers and students' perception.Publication . Lopes, Mónica; Cardoso, Ana Paula; Lacerda, Carla; Novais, Anabela; Cunha, Ana MargaridaHomework is some of the most widespread, but also controversial, strategy used in the first school years. Homework is perceived differently by teachers and students. In this work, primary school teachers and students’ perception on homework and its relation with some variables was studied. For that, a descriptive, correlational, cross-sectional survey was performed on 17 teachers and 282 students from year 5 and 6 of Viseu. Data analysis shows that all teachers give homework regularly and they consider it important to learning’s consolidation and performance’s improvement. Assigned homework mostly covers Mathematic and Portuguese curricular units and the majority of teachers do not give any type of reward for homework completion. Concerning students, was observed that the majority of them likes to do homework and performs it at home with help. When questioned about the possibility of not performing homework there was an association between the decision to do homework and the enjoyment of doing it, as well as with the time available to do other activities. On the other hand, the possibility of not performing homework was not associated with the time spent doing homework. Even though most students enjoy doing homework, they wish they included other areas. For these reasons, it is important to adjust the quantity of homework, as well as to diversify it, both in typology and aims, so that the interest and needs of students are met.
- Homework in the primary school - Students' perceptionPublication . Lopes, Mónica; Cardoso, Ana Paula; Cunha, Ana Margarida; Lacerda, Carla; Novais, AnabelaHomework is one of the most widespread but controversial strategies used in the first school years. Students’ opinion and commitment tohomework vary between them. Students’ perception of homework and how variables such as sex or perceived difficulties influence it wereinvestigated in this work. For that, a descriptive, correlational, cross-sectional survey was performed on 282 primary school’s students ofViseu, Portugal. Data analysis shows that all students perform homework and their opinion about it is mostly favorable. Statistical analysis reveals an association between students’ feelings about homework, their decision to perform them, and the time spend on them. Associationsbetween some of the variables were also observed with students’ sex. Male students like homework lesser and more frequently would decidenot to perform it. On the other hand, female students reveal more difficulties on mathematic and usually have help doing homework. Acluster analysis revealed three types of students: a small group who does not like and does not understand the importance of homework butdo not present difficulties, a group who likes homework and think they are important but have difficulties in its performance, and finally agroup who likes homework and does not have performance’s difficulties. Recognition of these three types of students could help educatorschoosing different homework strategies for each group, for instance, altering the kind of homework requested or its difficulty.