Perceptions of primary school teachers about a program promoting change in teaching and learning. The case of the Gulbenkian school learning communities XXI

• Autor(a) principal: Cristóvão, Ana Maria
• Data de Publicação: 2019
• Outros Autores: Verdasca, José, Candeias, Adelinda
• 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.2019.5291

This article analyses the perceptions of seven primary school teachers about a pilot program based on the paradigm of “Learning for Well-Being”, which sought to boost students’ learning by teaching basic knowledge within the formal curriculum in conjunction with promoting analytical and practical reasoning, resilience and responsibility, in addition to technological, emotional, social, and creative skills. The corpus for content analysis consists of seven interviews comprised 485 recording units that were coded and then systematically grouped into five categories: Impact on students, Impact on teachers, Impact on didactic-pedagogical practices, Facilitating factors, and Constraints. The findings suggest that the project was strongly aligned with the initial project goals, due, mainly, to the contribution of the teachers. The teachers highlighted satisfaction with their participation in the project as well as their personal and professional development, in addition to the nurturing of student skills and the increase in student motivation levels and learning improvements. They emphasized the activities carried out, the collaborative work and the improvement of the classroom environment, and they then went on to praise the support of the research team and the training they received, although they regretted the limited range of the curriculum.