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Advisor(s)
Abstract(s)
O presente estudo, realizado no âmbito do Relatório Final de Estágio do
Mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico, visa perceber a
possibilidade de implementação de uma ação pedagógico-didática centrada
no aluno, em contexto de ensino-aprendizagem de Inglês Língua Estrangeira
(ILE) no 1.º Ciclo do Ensino Básico (CEB) em Portugal, considerando a noção de
inteligência múltipla (Gardner, 1993) e de estilo de aprendizagem (Dunn &
Dunn, 1993).
O estudo assenta na convicção de que o aluno é a figura central do
processo de ensino-aprendizagem (Dewey, 1897; Vygotski, 1984), e de que
existem competências necessárias para a aprendizagem efetiva de línguas
estrangeiras, além do conhecimento de conteúdos programáticos (Perrenoud,
1999).
O estudo empírico desenvolvido em Prática de Ensino Supervisionada
insere-se num paradigma investigativo naturalista/interpretativo com
contornos de experiencialismo crítico (Alarcão, 2001b). Os dados foram
sujeitos a um tratamento quantitativo e qualitativo, bem como a análise de
conteúdo, obtidos através dos inquéritos por questionário, da entrevista por
“focus group”, das planificações das aulas, das notas de campo, dos relatórios
de autoavaliação e heteroavaliação e dos resultados das aprendizagens dos
alunos.
Constataram-se algumas limitações relativamente ao desenvolvimento do
estudo, como a estrutura do questionário utilizado para conhecer os perfis
individuais dos alunos. Contudo, o estudo revela que o desenvolvimento de
competências é considerado importante na formação dos alunos, podendo
depender da formação, atitudes e competências docentes. A abordagem
didática centrada no aluno pode não só potenciar a transformação do
professor, como também ser influenciada pelo contexto e comunidade
escolar.
The present study, developed within the scope of the Final Internship Report of Master studies in English Teaching in the 1st Cycle of Primary Education, aims at understanding the possibility of implementing a learnercentred, pedagogical and didactic action, in the teaching and learning of English as a Foreign Language in the 1st Cycle of Primary Education in Portugal, by considering the notion of multiple intelligence (Gardner, 1993) and learning style (Dunn & Dunn, 1993). The study is based on the standpoint that the learner is at the centre of the teaching-learning process (Dewey, 1897; Vygotski, 1984), and there are necessary competences to effective foreign language learning, besides a content-based knowledge (Perrenoud, 1999). The empirical study was developed in Supervised Teaching Practice and it is part of a naturalistic/interpretivist research paradigm with similarities to critical experientialism (Alarcão, 2001b). The data were subjected to a quantitative and qualitative analysis, as well as content analysis, by using questionnaire surveys, a focus group, lesson plans, field notes, self-evaluation and hetero-evaluation reports, as well as pupils’ learning results. There were some limitations regarding the development of the study, such as the structure of the questionnaire survey used to know pupils’ individual profiles. Nevertheless, the present study reveals that the development of competences is considered as important in pupils’ education, and its accomplishment may depend on teachers’ own education, attitudes and competences. A learner-centred didactic approach can not only foster the transformation of the teacher, but also be influenced by the school context and community.
The present study, developed within the scope of the Final Internship Report of Master studies in English Teaching in the 1st Cycle of Primary Education, aims at understanding the possibility of implementing a learnercentred, pedagogical and didactic action, in the teaching and learning of English as a Foreign Language in the 1st Cycle of Primary Education in Portugal, by considering the notion of multiple intelligence (Gardner, 1993) and learning style (Dunn & Dunn, 1993). The study is based on the standpoint that the learner is at the centre of the teaching-learning process (Dewey, 1897; Vygotski, 1984), and there are necessary competences to effective foreign language learning, besides a content-based knowledge (Perrenoud, 1999). The empirical study was developed in Supervised Teaching Practice and it is part of a naturalistic/interpretivist research paradigm with similarities to critical experientialism (Alarcão, 2001b). The data were subjected to a quantitative and qualitative analysis, as well as content analysis, by using questionnaire surveys, a focus group, lesson plans, field notes, self-evaluation and hetero-evaluation reports, as well as pupils’ learning results. There were some limitations regarding the development of the study, such as the structure of the questionnaire survey used to know pupils’ individual profiles. Nevertheless, the present study reveals that the development of competences is considered as important in pupils’ education, and its accomplishment may depend on teachers’ own education, attitudes and competences. A learner-centred didactic approach can not only foster the transformation of the teacher, but also be influenced by the school context and community.
Description
Keywords
Desenvolvimento de competências Inteligências múltiplas Abordagem didática centrada no aluno Ensino básico Inglês língua estrangeira Development of competences Multiple intelligences Learner-centred didactic approach Primary Education English as a foreign language
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação