Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/63446 |
Resumo: | This research seeks to understand the current state of preparation of teachers of primary education with respect to diversity in classrooms in the Municipality of Soyo, Zaire province, Angola. It was carried out from a qualitative paradigm, a phenomenological approach based on a study of exploratory scope. The research seeks to answer the following question: What is the current state of preparedness that primary school teachers present regarding attention to diversity in the classroom in the Municipality of Soyo, Zaire province, Angola? A non-probabilistic sample of intentional criteria was used, where 12 teachers from three schools were selected, 6 of them with initial teacher training and 6 without initial training. For the collection of information, two techniques were used: the semi-structured interview for teachers with initial training and the focus group for teachers without initial training. The technique of content analysis was applied to the process of analyzing results. The results of the research show weaknesses of knowledge and management of classroom diversity and substantial differences between teachers with initial training and without initial training analyzed from the categories of a priori and emerging analysis. |
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Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of SoyoPreparación y desempeño de los profesores de la enseñanza primaria ante los desafíos de atención a la diversidad en el contexto del aula en el Municipio de SoyoPreparação e atuação dos professores do ensino primário face aos desafios da atenção à diversidade no contexto da sala de aula no Município do SoyoAttention to diversityeducational inclusionteacher trainingMunicipality of Soyo.Atención a la diversidadinclusión educativaformación docenteMunicipio de Soyo.Atenção à diversidadeinclusão educacionalformação de professoresMunicípio do Soyo.This research seeks to understand the current state of preparation of teachers of primary education with respect to diversity in classrooms in the Municipality of Soyo, Zaire province, Angola. It was carried out from a qualitative paradigm, a phenomenological approach based on a study of exploratory scope. The research seeks to answer the following question: What is the current state of preparedness that primary school teachers present regarding attention to diversity in the classroom in the Municipality of Soyo, Zaire province, Angola? A non-probabilistic sample of intentional criteria was used, where 12 teachers from three schools were selected, 6 of them with initial teacher training and 6 without initial training. For the collection of information, two techniques were used: the semi-structured interview for teachers with initial training and the focus group for teachers without initial training. The technique of content analysis was applied to the process of analyzing results. The results of the research show weaknesses of knowledge and management of classroom diversity and substantial differences between teachers with initial training and without initial training analyzed from the categories of a priori and emerging analysis.La presente investigación busca comprender el estado actual de preparación de los profesores de la enseñanza de enseñanza primaria respecto atención a la diversidad en sala de clase en el Municipio de Soyo, provincia de Zaire, Angola. Se realizó desde un paradigma cualitativo, enfoque fenomenológico a partir de un estudio de alcance exploratorio. La investigación busca responder la siguiente pregunta: ¿Cuál es el estado actual de preparación que los profesores de enseñanza primaria presentan respecto atención a la diversidad en sala de clase en el Municipio de Soyo, provincia de Zaire, Angola? Se utilizó una muestra no probabilística de criterio intencional, donde fueron seleccionados 12 profesores de tres escuelas, 6 de ellos con formación inicial del profesorado y otros 6 sin formación inicial. Para la recolección de informaciones, fueron utilizadas dos técnicas: la entrevista semiestructurada para los profesores con formación inicial y el grupo focal para los profesores sin formación inicial. Se aplicó para el proceso de análisis de resultados, la técnica de análisis de contenido. Los resultados de la investigación evidencian debilidades de conocimiento y manejo de la diversidad en sala de clase y diferencias substanciales entre profesores con formación inicial y sin formación inicial analizados desde las categorías de análisis apriorísticas y emergentes.Esta pesquisa procura compreender o estado atual da preparação de professores do ensino primário no que diz respeito à diversidade em salas de aula no Município do Soyo, província do Zaire, Angola. Foi realizada a partir de um paradigma qualitativo, uma abordagem fenomenológica baseada em um estudo de elcance exploratório. A pesquisa procura responder à seguinte questão: Qual é o estado atual de preparação que os professores do ensino básico apresentam em relação à atenção à diversidade em sala de aula no Município do Soyo, província do Zaire, Angola? Foi utilizada uma amostra não probabilística de critérios intencionais, onde foram selecionados 12 professores de três escolas, sendo 6 com formação inicial de professores e 6 sem formação inicial. Para a coleta de informações, foram utilizadas duas técnicas: a entrevista semiestruturada para professores com formação inicial e o grupo focal para professores sem formação inicial. Foi aplicada a técnica de análise de conteúdos ao processo de análise de resultados.Os resultados da pesquisa mostram fragilidades no conhecimento e na gestão da diversidade em sala de aula e diferenças substanciais entre os professores com formação inicial e sem formação inicial analisados a partir das categorias de análise a priori e emergente.Universidade Federal de Santa Maria2021-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6344610.5902/1984686X63446Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-22Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-22Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/63446/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/63446/htmlCopyright (c) 2021 Revista Educação Especialinfo:eu-repo/semantics/openAccessAntónio, AntónioLara, Caroll Alejandra SchillingGonzález, Osvaldo Hernández2023-04-04T16:49:13Zoai:ojs.pkp.sfu.ca:article/63446Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-04-04T16:49:13Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo Preparación y desempeño de los profesores de la enseñanza primaria ante los desafíos de atención a la diversidad en el contexto del aula en el Municipio de Soyo Preparação e atuação dos professores do ensino primário face aos desafios da atenção à diversidade no contexto da sala de aula no Município do Soyo |
title |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
spellingShingle |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo António, António Attention to diversity educational inclusion teacher training Municipality of Soyo. Atención a la diversidad inclusión educativa formación docente Municipio de Soyo. Atenção à diversidade inclusão educacional formação de professores Município do Soyo. |
title_short |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
title_full |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
title_fullStr |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
title_full_unstemmed |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
title_sort |
Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo |
author |
António, António |
author_facet |
António, António Lara, Caroll Alejandra Schilling González, Osvaldo Hernández |
author_role |
author |
author2 |
Lara, Caroll Alejandra Schilling González, Osvaldo Hernández |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
António, António Lara, Caroll Alejandra Schilling González, Osvaldo Hernández |
dc.subject.por.fl_str_mv |
Attention to diversity educational inclusion teacher training Municipality of Soyo. Atención a la diversidad inclusión educativa formación docente Municipio de Soyo. Atenção à diversidade inclusão educacional formação de professores Município do Soyo. |
topic |
Attention to diversity educational inclusion teacher training Municipality of Soyo. Atención a la diversidad inclusión educativa formación docente Municipio de Soyo. Atenção à diversidade inclusão educacional formação de professores Município do Soyo. |
description |
This research seeks to understand the current state of preparation of teachers of primary education with respect to diversity in classrooms in the Municipality of Soyo, Zaire province, Angola. It was carried out from a qualitative paradigm, a phenomenological approach based on a study of exploratory scope. The research seeks to answer the following question: What is the current state of preparedness that primary school teachers present regarding attention to diversity in the classroom in the Municipality of Soyo, Zaire province, Angola? A non-probabilistic sample of intentional criteria was used, where 12 teachers from three schools were selected, 6 of them with initial teacher training and 6 without initial training. For the collection of information, two techniques were used: the semi-structured interview for teachers with initial training and the focus group for teachers without initial training. The technique of content analysis was applied to the process of analyzing results. The results of the research show weaknesses of knowledge and management of classroom diversity and substantial differences between teachers with initial training and without initial training analyzed from the categories of a priori and emerging analysis. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/63446 10.5902/1984686X63446 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/63446 |
identifier_str_mv |
10.5902/1984686X63446 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/63446/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/63446/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-22 Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-22 Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e24/1-22 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944202505682944 |