Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i4.10579 |
Resumo: | The present paper describes a study that integrated a training intervention on the promotion of cooperative learning in teaching French as a foreign language (FFL), carried out within the supervision of the practicum in a pre-service teacher education programme in Mozambique. Its objectives were: to characterize teacher and student roles in FFL teaching; to analyse practices aimed at enhancing cooperative learning in FFL teaching; to assess the impact of training upon student teachers’ professional development; and to identify constraints to the implementation of cooperative learning in teaching and learning FFL. The intervention was conducted by the first author as a practicum supervisor and involved five student teachers as well as the collaboration of three school mentors in a secondary school. We present the student teachers’ and their students’ perceptions about the exploration of cooperative learning, based on data collected through lesson observation and a sel-regulation questionnaire administered to the students. Results show that the student teachers were able to implement cooperative learning in accordance with the theoretical principles they learnt. Their students were receptive to the approach and acknowledged the development of academic and social competences through the activities that were implemented. Overall, results indicate that the training intervention was sucessful and that pedagogical supervision may promote the development of reflective teachers and the innovation of school practices. |
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Promoting cooperative learning in the practicum: A study in pre-service teacher education in MozambiquePromoção da aprendizagem cooperativa em contexto de estágio: Um estudo na formação inicial de professores em MoçambiqueThe present paper describes a study that integrated a training intervention on the promotion of cooperative learning in teaching French as a foreign language (FFL), carried out within the supervision of the practicum in a pre-service teacher education programme in Mozambique. Its objectives were: to characterize teacher and student roles in FFL teaching; to analyse practices aimed at enhancing cooperative learning in FFL teaching; to assess the impact of training upon student teachers’ professional development; and to identify constraints to the implementation of cooperative learning in teaching and learning FFL. The intervention was conducted by the first author as a practicum supervisor and involved five student teachers as well as the collaboration of three school mentors in a secondary school. We present the student teachers’ and their students’ perceptions about the exploration of cooperative learning, based on data collected through lesson observation and a sel-regulation questionnaire administered to the students. Results show that the student teachers were able to implement cooperative learning in accordance with the theoretical principles they learnt. Their students were receptive to the approach and acknowledged the development of academic and social competences through the activities that were implemented. Overall, results indicate that the training intervention was sucessful and that pedagogical supervision may promote the development of reflective teachers and the innovation of school practices.Cet article décrit une étude intégrant un programme de formation sur l’apprentissage coopératif dans l’enseignement du français langue étrangère (FLE), développé dans le cadre de la supervision de stage dans la formation initiale des enseignants au Mozambique. Ses objectifs étaient: caractériser le rôle de l’enseignant et des étudiants dans l’enseignement de FLE; analyser les pratiques pour promouvoir la coopération dans l’enseignement du FLE; évaluer l’impact de la formation sur le développement professionnel des stagiaires; identifier les contraintes à la mise en oeuvre de l’apprentissage coopératif dans l’enseignement et l’apprentissage du FLE. Le programme a été mené par le premier auteur en tant que superviseur de stage et le programme a impliqué cinq stagiaires, avec la collaboration de trois professeurs tuteurs d’une école secondaire. Les perceptions des stagiaires sont mises en évidence sur l’exploration de l’apprentissage coopératif, recueillies grâce à l’observation des cours et à un questionnaire d’autorégulation de l’apprentissage administré aux élèves. Les résultats montrent que les stagiaires ont estimé pouvoir mettre en oeuvre l’apprentissage coopératif selon les principes théoriques appris. L’approche a été bien accueillie par les étudiants qui ont reconnu avoir développé des compétences sociales et académiques grâce aux activités réalisées. Dans l’ensemble, les résultats soulignent le succès du programme et montrent que la supervision pédagogique peut favoriser le développement d’enseignants réflexifs et l’innovation des pratiques scolaires.No presente artigo, descreve-se um estudo que integrou um programa de formação sobre aprendizagem cooperativa no ensino de Francês como língua estrangeira (FLE), desenvolvido no contexto da supervisão de estágio num curso de formação inicial de professores em Moçambique. Os seus objetivos foram os seguintes: caracterizar o papel do professor e dos alunos no ensino de FLE; analisar práticas de promoção da cooperação no ensino de FLE; avaliar o impacto da formação no desenvolvimento profissional dos estagiários; identificar constrangimentos da implementação da aprendizagem cooperativa no ensino e aprendizagem de FLE. O programa foi conduzido pela primeira autora como supervisora de estágio e envolveu cinco estagiários, contando com a colaboração de três orientadores cooperantes de uma escola secundária. Evidenciam-se aqui as perceções dos estagiários e dos seus alunos acerca da exploração da aprendizagem cooperativa, recolhidas através da observação de aulas e de um questionário de autorregulação da aprendizagem administrado aos alunos. Os resultados revelam que os estagiários sentiram que foram capazes de implementar a aprendizagem cooperativa de acordo com os princípios teóricos aprendidos. A abordagem foi bem acolhida pelos alunos, os quais reconheceram ter desenvolvido competências sociais e académicas através das atividades realizadas. Na globalidade, os resultados evidenciam o sucesso do programa e mostram que a supervisão pedagógica pode fomentar o desenvolvimento de professores reflexivos e a inovação das práticas escolares.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-12-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i4.10579https://doi.org/10.34624/id.v11i4.10579Indagatio Didactica; Vol 11 No 4 (2019); 61-76Indagatio Didactica; Vol. 11 Núm. 4 (2019); 61-76Indagatio Didactica; Vol. 11 No 4 (2019); 61-76Indagatio Didactica; vol. 11 n.º 4 (2019); 61-761647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/10579https://proa.ua.pt/index.php/id/article/view/10579/6921David, Ana MariaVieira, Fláviainfo:eu-repo/semantics/openAccess2023-09-22T10:17:57Zoai:proa.ua.pt:article/10579Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:19.602469Repositório 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 |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique Promoção da aprendizagem cooperativa em contexto de estágio: Um estudo na formação inicial de professores em Moçambique |
title |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
spellingShingle |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique David, Ana Maria |
title_short |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
title_full |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
title_fullStr |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
title_full_unstemmed |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
title_sort |
Promoting cooperative learning in the practicum: A study in pre-service teacher education in Mozambique |
author |
David, Ana Maria |
author_facet |
David, Ana Maria Vieira, Flávia |
author_role |
author |
author2 |
Vieira, Flávia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
David, Ana Maria Vieira, Flávia |
description |
The present paper describes a study that integrated a training intervention on the promotion of cooperative learning in teaching French as a foreign language (FFL), carried out within the supervision of the practicum in a pre-service teacher education programme in Mozambique. Its objectives were: to characterize teacher and student roles in FFL teaching; to analyse practices aimed at enhancing cooperative learning in FFL teaching; to assess the impact of training upon student teachers’ professional development; and to identify constraints to the implementation of cooperative learning in teaching and learning FFL. The intervention was conducted by the first author as a practicum supervisor and involved five student teachers as well as the collaboration of three school mentors in a secondary school. We present the student teachers’ and their students’ perceptions about the exploration of cooperative learning, based on data collected through lesson observation and a sel-regulation questionnaire administered to the students. Results show that the student teachers were able to implement cooperative learning in accordance with the theoretical principles they learnt. Their students were receptive to the approach and acknowledged the development of academic and social competences through the activities that were implemented. Overall, results indicate that the training intervention was sucessful and that pedagogical supervision may promote the development of reflective teachers and the innovation of school practices. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-19 |
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://doi.org/10.34624/id.v11i4.10579 https://doi.org/10.34624/id.v11i4.10579 |
url |
https://doi.org/10.34624/id.v11i4.10579 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/10579 https://proa.ua.pt/index.php/id/article/view/10579/6921 |
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.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 4 (2019); 61-76 Indagatio Didactica; Vol. 11 Núm. 4 (2019); 61-76 Indagatio Didactica; Vol. 11 No 4 (2019); 61-76 Indagatio Didactica; vol. 11 n.º 4 (2019); 61-76 1647-3582 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 |
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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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1799133571345022976 |