Todo o tipo de documentos relacionados com uma conferência; ex.: artigos de conferências, relatórios de conferências, palestras em conferências, artigos publicados em proceedings de conferências, relatórios de abstracts de artigos de conferência e posters de conferências. (Aceite; Publicado; Actualizado).
Browse
Browsing DEDU - Comunicações a Conferências / ConferenceItem by Subject "Action Research"
Between 2007 and 2012 an action research project named RRC (Researching for a Relevant Curriculum) was implemented in the Azores, Portugal. It was conducted by a team that included university scholars and teachers from elementary and secondary schools. The focus of the collaboration was the lack of interest shown by some students with regard to the school and the curriculum. This paper examines two forms of teacher collaboration observed in the context of RRC: a weaker form, based on the provision of suggestions on new teaching strategies and related aspects of the colleagues' work, and a stronger form, based on assistance and some joint work. For example, one teacher took notes of a colleague's behavior in the classroom in order to help her identify aspects that needed improvement, and other specific research tasks – like interviewing children and writing research papers – were sometimes done together by researchers from the university and elementary school teachers. Overall, collaboration increased in the last year of the project's implementation, which will be discussed in terms of (1) the possible relation between this fact and a reorientation in the team's approach to the action research process, (2) the distinction between collaboration and contrived collegiality.
The project "Researching for a relevant curriculum" (RRC) started in 2007, when some elementary school teachers from the Azores, Portugal, who were worried about some pupils lack of interest for the curriculum, decided to address that problem, in collaboration witch university professors, through action research. Other possibilities notwithstand1ng, the team explored the hypothesis that some pupils were not interested in the curriculum because they did not acknowledge its relevance for their extra-school lives, considering that content is not frequently presented "as a means of understanding the world around us, but as a series of separate pieces of information (...) that [the pupils] are subsequently incapable of using" (Esteve, 2000, p. 12). […].
