Impressive teacher: a secondary school students' perception in Luanda
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/investigacaoeducacional.2022.11693 |
Resumo: | This research paper aims to explore (i) a secondary school students’ perception, in Luanda, Angola, about an impressive teacher; (ii) some characteristics they attribute to an impressive teacher; and (iii) the feelings these students experienced when a teacher many of them considered as an impressive one was replaced. Using a phenomenological qualitative approach, the researcher interviewed 18 students randomly selected from a population of approximately 280 students. According to the participants’ perception, an impressive teacher is someone who becomes students’ friend and adviser; s/he is always punctual, assiduous, responsible, honest, creative, dynamic, respectful, tolerant, patient, sympathetic, and attentive; s/he promotes students’ participation in the class; s/he is preoccupied with students’ learning; s/he uses a variety of ways of assessing students and s/he does not rely on written tests only. The majority of participants reported that they were sad with the replacement of a teacher they considered to be an impressive one, while a minority of them reported being satisfied with the same fact. Teachers may find an opportunity to know what their students think and say about a teacher who impresses them, triggering, therefore, an introspection that helps teachers reflect and change their teaching practice. |
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Impressive teacher: a secondary school students' perception in LuandaProfessor impressionante: percepção de estudantes de uma escola do ensino secundário em LuandaThis research paper aims to explore (i) a secondary school students’ perception, in Luanda, Angola, about an impressive teacher; (ii) some characteristics they attribute to an impressive teacher; and (iii) the feelings these students experienced when a teacher many of them considered as an impressive one was replaced. Using a phenomenological qualitative approach, the researcher interviewed 18 students randomly selected from a population of approximately 280 students. According to the participants’ perception, an impressive teacher is someone who becomes students’ friend and adviser; s/he is always punctual, assiduous, responsible, honest, creative, dynamic, respectful, tolerant, patient, sympathetic, and attentive; s/he promotes students’ participation in the class; s/he is preoccupied with students’ learning; s/he uses a variety of ways of assessing students and s/he does not rely on written tests only. The majority of participants reported that they were sad with the replacement of a teacher they considered to be an impressive one, while a minority of them reported being satisfied with the same fact. Teachers may find an opportunity to know what their students think and say about a teacher who impresses them, triggering, therefore, an introspection that helps teachers reflect and change their teaching practice.O presente artigo tem como objetivo explorar: (i) a perceção de estudantes de uma escola do Ensino Secundário, em Luanda, Angola, sobre um professor impressionante; (ii) as características que estes atribuem a ele; e (iii) alguns sentimentos que os referidos estudantes experienciaram quando foi substituído o professor que muitos deles consideravam impressionante. Utilizando uma abordagem qualitativa fenomenológica, o pesquisador entrevistou 18 estudantes aleatoriamente selecionados, a partir de uma população de cerca de 280 estudantes. Segundo a perceção dos participantes, um professor impressionante é aquele que se torna amigo e conselheiro do estudante; é pontual, assíduo, responsável, honesto, criativo, dinâmico, respeitoso, tolerante, paciente, simpático e atencioso; promove a participação do estudante na aula; preocupa-se com a aprendizagem do estudante; utiliza avaliações contínuas e não depende apenas das provas escritas. A maioria dos participantes relatou ter-se sentido triste com a mudança do professor que acharam impressionante, enquanto outros disseram ter-se sentido satisfeitos com o mesmo facto. Os professores(as) podem encontrar uma oportunidade para saber o que os estudantes pensam e dizem sobre um professor(a) que os impressiona, provocando introspeção que auxilie os professores(as) a refletirem e melhorarem suas práticas docentes em sala de aula.Universidade Católica Portuguesa2023-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2022.11693https://doi.org/10.34632/investigacaoeducacional.2022.11693Revista Portuguesa de Investigação Educacional; No 24 (2022): Mudar a escola tarefa [im]possível; 1-28Revista Portuguesa de Investigação Educacional; n. 24 (2022): Mudar a escola tarefa [im]possível; 1-282182-46141645-400610.34632/investigacaoeducacional.2022.n24reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/11693https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/11693/11291Direitos de Autor (c) 2022 Paulo Hadi E. Manuelhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessManuel, Paulo Hadi E.2024-02-02T06:00:57Zoai:ojs.revistas.ucp.pt:article/11693Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:15:38.850109Repositório 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 |
Impressive teacher: a secondary school students' perception in Luanda Professor impressionante: percepção de estudantes de uma escola do ensino secundário em Luanda |
title |
Impressive teacher: a secondary school students' perception in Luanda |
spellingShingle |
Impressive teacher: a secondary school students' perception in Luanda Manuel, Paulo Hadi E. |
title_short |
Impressive teacher: a secondary school students' perception in Luanda |
title_full |
Impressive teacher: a secondary school students' perception in Luanda |
title_fullStr |
Impressive teacher: a secondary school students' perception in Luanda |
title_full_unstemmed |
Impressive teacher: a secondary school students' perception in Luanda |
title_sort |
Impressive teacher: a secondary school students' perception in Luanda |
author |
Manuel, Paulo Hadi E. |
author_facet |
Manuel, Paulo Hadi E. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Manuel, Paulo Hadi E. |
description |
This research paper aims to explore (i) a secondary school students’ perception, in Luanda, Angola, about an impressive teacher; (ii) some characteristics they attribute to an impressive teacher; and (iii) the feelings these students experienced when a teacher many of them considered as an impressive one was replaced. Using a phenomenological qualitative approach, the researcher interviewed 18 students randomly selected from a population of approximately 280 students. According to the participants’ perception, an impressive teacher is someone who becomes students’ friend and adviser; s/he is always punctual, assiduous, responsible, honest, creative, dynamic, respectful, tolerant, patient, sympathetic, and attentive; s/he promotes students’ participation in the class; s/he is preoccupied with students’ learning; s/he uses a variety of ways of assessing students and s/he does not rely on written tests only. The majority of participants reported that they were sad with the replacement of a teacher they considered to be an impressive one, while a minority of them reported being satisfied with the same fact. Teachers may find an opportunity to know what their students think and say about a teacher who impresses them, triggering, therefore, an introspection that helps teachers reflect and change their teaching practice. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-01 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/investigacaoeducacional.2022.11693 https://doi.org/10.34632/investigacaoeducacional.2022.11693 |
url |
https://doi.org/10.34632/investigacaoeducacional.2022.11693 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/11693 https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/11693/11291 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2022 Paulo Hadi E. Manuel http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2022 Paulo Hadi E. Manuel http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional; No 24 (2022): Mudar a escola tarefa [im]possível; 1-28 Revista Portuguesa de Investigação Educacional; n. 24 (2022): Mudar a escola tarefa [im]possível; 1-28 2182-4614 1645-4006 10.34632/investigacaoeducacional.2022.n24 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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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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