Sérgio Gaitas - Academia.edu (original) (raw)

Papers by Sérgio Gaitas

HAL (Le Centre pour la Communication Scientifique Directe), Mar 3, 2014

International journal of inclusive education, May 28, 2024

Http Www Theses Fr, Mar 3, 2014

Le premier objectif de ce travail a été de décrire les pratiques d’enseignement de la lecture-Écr... more Le premier objectif de ce travail a été de décrire les pratiques d’enseignement de la lecture-Écriture au cours préparatoire et de faire une comparaison entre les résultats obtenus au Portugal et ceux obtenus en France par Fijalkow (2003). 883 enseignants ont rempli un questionnaire. Les résultats montrent que les deux pays ont des résultats proches en ce qui concerne les aspects méthodologiques de l’enseignement de la lecture et l’évaluation des compétences de lecture et d’écriture des élèves. Cependant, les enseignants Portugais ont déclaré qu'ils utilisent plus fréquemment des activités développées à partir de livres de jeunesse, d'autres matériaux que les manuels, et différentes activités d’écriture. Une analyse hiérarchique de clusters a fait apparaître trois groupes d’enseignants: un groupe qui considère la maitrise du code comme le moyen privilégié d’accès à la langue écrite (unités courtes); un autre qui considère que la recherche du sens est essentielle pour l’appropriation de la langue écrite (unités longues); et un groupe intermédiaire (toutes unités). L’observation directe de 42 enseignants a montré l’existence d’un accord entre le questionnaire et les pratiques observés dans 55% des cas. Les élèves des enseignants dont l’observation directe a validé les réponses au questionnaire ont été évalués avec trois épreuves: lecture de mots, décision lexicale et compréhension. Une MANCOVA indiquent que les élèves du groupe toutes unités obtiennent de meilleurs résultats dans les trois épreuves que les élèves des autres groupes. En plus, 'il n'y a pas de différences de performances entre les élèves du groupe unités courtes et les élèves du groupe unités longues.This study aimed to characterize the teaching practices of written language and understand its impact on reading acquisition by the end of 1st grade. The first step of this study was a descriptive and comparative study to the one conducted by Fijalkow (2003). Based on questionnaire answers of 883 teachers, we found that teachers from both countries have similar approaches regarding methodological aspects of teaching of reading and students’ assessment of reading and writing abilities. However, Portuguese teachers stated that they use more frequently activities from children's literature, other materials besides the manual and different writing proposals than French teachers. A hierarchical cluster analysis revealed three groups of teachers: a) a group of teachers who focus its practices in teaching the code of written language (short units), b) a group that emphasizes the construction of meaning based on texts (long units), c) and a group of teachers who gathered in their practices characteristics of both groups mentioned above (diversified units). Classroom observations of 42 teachers allowed to confirm questionnaire answers for 55% of the participants.Teachers whose observations were coincident with the questionnaire answers were selected and their students were evaluated using three reading tests: single words reading, lexical decision task and comprehension task. A MANCOVA revealed that students in the diversified unit group obtain better results in all reading tests than students from the other groups. It was also possible to confirm that there were no differences in performance between students of the short units group and students of the long units group.O primeiro objetivo deste trabalho foi o de descrever as práticas de ensino da leitura e da escrita no 1º ano de escolaridade e de fazer uma comparação com os resultados obtidos entre Portugal e França (Fijalkow, 2003). 883 professores responderam a um questionário. Os resultados indicam que os dois países apresentam resultados semelhantes relativamente aos aspetos metodológicos do ensino da leitura e dos aspetos de avaliação das competências de leitura e escrita dos alunos. Contudo, os professores portugueses declararam realizar com maior frequência atividades a partir de livros infantis, outros materiais para além do manual e diferentes atividades de escrita. Uma análise hierárquica de clusters revelou três grupos de professores: um grupo que considera o domínio do código como o meio privilegiado de acesso à linguagem escrita (unidades curtas); outro que considera que a procurar de significado é essencial para a apropriação da linguagem escrita (unidades longas); e um grupo intermédio (unidades diversificadas). A observação direta de 42 professores mostrou a existência de acordo entre as práticas relatadas e as práticas observadas em 55% dos casos. Os alunos dos professores cuja observação direta validou a resposta ao questionário foram avaliados com três provas de leitura: leitura de palavras, decisão lexical e compreensão. Uma MANCOVA mostrou que os alunos do grupo unidades diversificadas obtêm melhores resultados em todas as provas do que os alunos dos outros grupos. Mostraram ainda que não existem diferenças de desempenho entre os alunos do grupo unidades curtas e os alunos do grupo…

International Journal of Inclusive Education, Sep 6, 2022

Education systems around the world, faces the major challenge of including all children in school... more Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixedability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed.

O objetivo deste trabalho foi o de descrever as relações entre as práticas de ensino da linguagem... more O objetivo deste trabalho foi o de descrever as relações entre as práticas de ensino da linguagem escrita e as capacidades de leitura dos alunos em ambientes desfavorecidos. Os participantes foram 18 professores e os seus 357 alunos. Foram selecionados 6 professores de três grupos distintos identificados num estudo anterior. O primeiro centra-se na aprendizagem informal e leitura/escrita espontânea. O segundo revela práticas mais focadas no ensino direto das correspondências grafema-fonema. O terceiro combina nas suas práticas, leitura e escrita autónoma com o ensino explícito de determinadas competências. As competências de leitura foram avaliadas através da leitura de palavras e de uma prova de compreensão. Os alunos dos professores do terceiro grupo obtiveram melhores resultados que os alunos dos professores do segundo grupo na prova de leitura de palavras. Os professores que combinam o ensino explícito com a leitura/escrita autónoma são mais eficazes no ensino da leitura.

Conceptual Framework: National and international assessments underline that many Portuguese child... more Conceptual Framework: National and international assessments underline that many Portuguese children do not succeed in learning to read. Therefore, it is important to analyze which instructional practices can contribute to a greater involvement of children in the school culture and to children’s reading outcomes. Some studies claim the superiority of explicit teaching of grapheme-phoneme correspondences compared to the teaching of these correspondences implicitly. Yet others argue that teaching grapheme-phoneme correspondences should be incorporated into contextualized activities. Objectives: The aim of this study was to analyze the impact of different teaching practices in written language on children’s reading outcomes. Method: Participants were 15 irst grade teachers from public schools and their 308 pupils from heterogeneous socioeconomic backgrounds. Teachers’ practices were characterized, using a questionnaire and classroom observations. Three groups of teachers were identiied...

Curriculo sem Fronteiras, 2022

Nos últimos 30 anos pudemos assistir à mudança do objeto de estudo da educação inclusiva, desde a... more Nos últimos 30 anos pudemos assistir à mudança do objeto de estudo da educação inclusiva, desde a inclusão de crianças com necessidades educativas especiais até ao desenvolvimento de sistemas educativos capazes de promover a equidade para todos os alunos. Porém, a organização da maioria dos sistemas educativos, a nível mundial, mantém-se a da escola de massas herdada da revolução industrial do séc. XIX. Neste contexto, é discutida e aprofundada a forma como esta organização escolar, com a legitimação social conferida pelo atual estigma regulador do mecanismo de avaliação, tem favorecido uma interpretação dos processos educativos como fenómenos estatísticos (de acordo com os princípios estatísticos da distribuição normal), promovido a exclusão de forma sistemática e, deste modo, constituído a diversidade como um problema. Neste enquadramento são ainda apresentadas e discutidas as atuais tensões enfrentadas pela Educação Inclusiva. Por fim, são introduzidos um conjunto de princípios organizadores, de matriz socioconstrutivista e dialógica, que poderão ser considerados na reorganização dos sistemas educativos.

Some of the authors of this publication are also working on these related projects: Metagcognitiv... more Some of the authors of this publication are also working on these related projects: Metagcognitive development View project The impact of invented spelling programmes on literacy acquisition View project

info:eu-repo/semantics/publishedVersio

A investigacao sobre “ bons professores” e “boas praticas” remonta ao Metodo Socratico. Porem, se... more A investigacao sobre “ bons professores” e “boas praticas” remonta ao Metodo Socratico. Porem, sempre se valorizou a percepcao dos professores e a opiniao dos alunos tem sido progressivamente desvalorizada (e.g. Beishuizen, Hof, Putten, Bouwmeester & Asscher, 2001; Messiou, 2006). O objectivo deste estudo foi o de comparar a importância atribuida por professores e alunos a um conjunto de praticas pedagogicas, pretendendo-se descrever tambem a percepcao dos professores sobre a dificuldade na sua implementacao. Participaram 91 professores e 91 alunos a frequentarem os 2o e 3o Ciclos. O instrumento de recolha de dados foi um questionario adaptado a partir de Morgado (2003). As dimensoes onde podem ser agrupadas as diferentes praticas pedagogicas apresentam a mesma ordem de importância para professores e alunos, sendo que os professores parecem atribuir menor dificuldade as praticas que consideram ser mais importantes implementar.

L1 Educational Studies in Language and Literature, 2017

This article examines the effect of literacy teaching practices on the reading ability of first g... more This article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices-Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils' reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for mother's educational levels, showed that pupils of balanced teachers had better results than pupils in the other two groups. These results are in line with those described in the English literature, pointing out that the key term for describing successful literacy teaching practices is balance: balance in classroom management procedures, from more teacher-centred to more pupil-centred; balance in different types of reading materials, from more authentic materials to materials designed to work on specific skills; and balance between explicit instruction in grapheme-phoneme correspondences and reading and writing authentic texts.

International Journal of Inclusive Education, 2016

This study analyses teacher perceived difficulty in implementing differentiated instructional str... more This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.

Análise Psicológica, 2012

Os modelos orientadores da intervenção do psicólogo educacional sugerem uma multiplicidade de opo... more Os modelos orientadores da intervenção do psicólogo educacional sugerem uma multiplicidade de oportunidades/opções que cada profissional terá que fazer. A investigação tem sugerido que a aprendizagem cooperativa conduz todos os alunos a uma melhor eficácia na aprendizagem. Apesar de muitos psicólogos ainda adoptarem uma perspectiva de intervenção individual, o objectivo deste ensaio é discutir as diferentes abordagens através dos quais a intervenção do psicólogo educacional cria e sustenta modelos de educação inclusiva. Este ensaio tem por base a convicção de Vigotsky de que todas as crianças, independentemente das suas necessidades, devem ter direito a frequentar a escola de ensino regular. Iniciando com a análise de três eixos essenciais: inclusão, necessidades educativas especiais e psicologia; termina com algumas sugestões que ajudam a definir o modo como a psicologia educacional pode contribuir para o sucesso de todos os alunos no ensino regular.