A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/10216/142403 |
Resumo: | One criticism that crops up time and time again in the literature on initial teacher education is the poor articulation between theory and practice. In this paper, we will address the pedagogical approaches employed by teacher educators to overcome this shortcoming. Indeed, the way future teachers are taught in the course of their training significantly affects the way they will practice in the future. The concept of pedagogical isomorphism argues that education should be based on the same strategies that the trainee teacher will use in the future with their students. On this basis, we will describe a subject common to five master's courses at the University of Porto, which uses cooperative learning as the main mode of pedagogical work, and will analyse how students have perceived this experience through a qualitative methodology. The results revealed that most students considered group work organized in a cooperative way to be a positive experience and that the final classification obtained was fair considering the individual investment for the collective effort. Likewise, they saw the application of cooperative learning with students in primary and secondary education as viable. The results of this investigation allow us to sustain that initial teacher education should privilege pedagogical approaches that make visible the articulation between certain conceptual frameworks and their concrete application at the level of teaching as a strategy to bring theory closer to practice in teacher education. |
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A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativaCiências da educaçãoEducational sciencesOne criticism that crops up time and time again in the literature on initial teacher education is the poor articulation between theory and practice. In this paper, we will address the pedagogical approaches employed by teacher educators to overcome this shortcoming. Indeed, the way future teachers are taught in the course of their training significantly affects the way they will practice in the future. The concept of pedagogical isomorphism argues that education should be based on the same strategies that the trainee teacher will use in the future with their students. On this basis, we will describe a subject common to five master's courses at the University of Porto, which uses cooperative learning as the main mode of pedagogical work, and will analyse how students have perceived this experience through a qualitative methodology. The results revealed that most students considered group work organized in a cooperative way to be a positive experience and that the final classification obtained was fair considering the individual investment for the collective effort. Likewise, they saw the application of cooperative learning with students in primary and secondary education as viable. The results of this investigation allow us to sustain that initial teacher education should privilege pedagogical approaches that make visible the articulation between certain conceptual frameworks and their concrete application at the level of teaching as a strategy to bring theory closer to practice in teacher education.20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10216/142403por0213-864610.47553/rifop.v98i36.2.89815Santos, Paulo JorgeRodrigues, Sónia Valenteinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T12:39:35Zoai:repositorio-aberto.up.pt:10216/142403Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:24:20.137079Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
title |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
spellingShingle |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa Santos, Paulo Jorge Ciências da educação Educational sciences |
title_short |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
title_full |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
title_fullStr |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
title_full_unstemmed |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
title_sort |
A utilização da aprendizagem cooperativa na formação inicial de professores: uma investigação qualitativa |
author |
Santos, Paulo Jorge |
author_facet |
Santos, Paulo Jorge Rodrigues, Sónia Valente |
author_role |
author |
author2 |
Rodrigues, Sónia Valente |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Paulo Jorge Rodrigues, Sónia Valente |
dc.subject.por.fl_str_mv |
Ciências da educação Educational sciences |
topic |
Ciências da educação Educational sciences |
description |
One criticism that crops up time and time again in the literature on initial teacher education is the poor articulation between theory and practice. In this paper, we will address the pedagogical approaches employed by teacher educators to overcome this shortcoming. Indeed, the way future teachers are taught in the course of their training significantly affects the way they will practice in the future. The concept of pedagogical isomorphism argues that education should be based on the same strategies that the trainee teacher will use in the future with their students. On this basis, we will describe a subject common to five master's courses at the University of Porto, which uses cooperative learning as the main mode of pedagogical work, and will analyse how students have perceived this experience through a qualitative methodology. The results revealed that most students considered group work organized in a cooperative way to be a positive experience and that the final classification obtained was fair considering the individual investment for the collective effort. Likewise, they saw the application of cooperative learning with students in primary and secondary education as viable. The results of this investigation allow us to sustain that initial teacher education should privilege pedagogical approaches that make visible the articulation between certain conceptual frameworks and their concrete application at the level of teaching as a strategy to bring theory closer to practice in teacher education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10216/142403 |
url |
https://hdl.handle.net/10216/142403 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
0213-8646 10.47553/rifop.v98i36.2.89815 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799135546583285760 |