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Envolvimento dos alunos na escola e ação dos professores : uma revisão da literatura
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Advisor(s)
Abstract(s)
A relação entre as variáveis atuação dos professores e comportamentos dos alunos tem sido investigada, destacando-se a sua importância e atualidade. Faltam, no entanto, estudos que atendam a dimensões específicas de cada um dos conceitos e aprofundem inconsistências entre os estudos existentes. O envolvimento dos alunos na escola é definido como a vivência de ligação centrípeta do aluno à escola, em dimensões específicas como, cognitiva, afetiva, comportamental e agenciativa (Veiga, 2012; 2013), correspondendo, assim, aos sentimentos, pensamentos e comportamentos tidos pelos estudantes em contexto escolar. Para descrever o estado da arte do presente tema “envolvimento na escola” e “ação dos professores”, a metodologia utilizada foi a revisão da literatura de tipo narrativa. A ação dos professores, quer percecionada pelos alunos, quer professada pelos professores, é um construto multidimensional que inclui um conjunto de variáveis que requerem operacionalização e estudo aprofundado. Alguns estudos têm vindo a analisar as representações dos alunos acerca de comportamentos de profissionalidade docente, conceito que remete para estilos de gestão da sala de aula, competências de relação professor-aluno, e apoio do professor percebido pelos alunos — enquanto componentes do perfil de um bom professor. O objetivo do presente estudo foi proceder à revisão de literatura sobre a relação entre o envolvimento dos alunos na escola e a atuação dos professores, incluindo os seus comportamentos de profissionalidade docente.
ABSTRACT: The relationship between the variables teachers’ effectiveness and students’ behavior has been investigated, and its value and current relevance have been highlighted in the literature. There is, however, a lack of empirical studies on the specific dimensions of each one of the concepts, and also targeting the inconsistencies in existing studies. Students’ engagement in school is defined as the experience of centripetal connection of the student to the school, in specific dimensions – cognitive, affective, behavioral and students’ agency (Veiga, 2012; 2013), corresponding, thus, to the feelings, thoughts and behaviors exhibited by students about their experiences in school context. In order to describe the state of art of student’s engagement in school and teachers’ effectiveness, we prepared a narrative review. Teachers’ practices, either perceived by the students or expressed by the teachers, is a multidimensional construct which includes a number of variables requiring deeper operationalization and study. Some studies have been analyzing students’ representations about their teachers’ professional behaviors – a notion containing concepts such as classroom management styles, teacher-student’s relationship capacities, teacher support as perceived by the students – as components of the profile that portrays a good teacher. The purpose of the present study was to review literature on the relation between students’ engagement in school and teachers’ practices, including their professional behaviors.
ABSTRACT: The relationship between the variables teachers’ effectiveness and students’ behavior has been investigated, and its value and current relevance have been highlighted in the literature. There is, however, a lack of empirical studies on the specific dimensions of each one of the concepts, and also targeting the inconsistencies in existing studies. Students’ engagement in school is defined as the experience of centripetal connection of the student to the school, in specific dimensions – cognitive, affective, behavioral and students’ agency (Veiga, 2012; 2013), corresponding, thus, to the feelings, thoughts and behaviors exhibited by students about their experiences in school context. In order to describe the state of art of student’s engagement in school and teachers’ effectiveness, we prepared a narrative review. Teachers’ practices, either perceived by the students or expressed by the teachers, is a multidimensional construct which includes a number of variables requiring deeper operationalization and study. Some studies have been analyzing students’ representations about their teachers’ professional behaviors – a notion containing concepts such as classroom management styles, teacher-student’s relationship capacities, teacher support as perceived by the students – as components of the profile that portrays a good teacher. The purpose of the present study was to review literature on the relation between students’ engagement in school and teachers’ practices, including their professional behaviors.
Description
I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), Instituto de Educação da Universidade de Lisboa (IEUL), 15, 16 e 17 de julho de 2013.
Keywords
Competência Profissional Comportamento Escolar Envolvimento do Aluno na Escola Professor Relação Professor-Aluno Resultado Escolar
Citation
Veiga, F. H., Taveira, S., Caldeira, S. N., Moura, H., Galvão, D., & Barbosa, A. (2014). "Envolvimento dos alunos na escola e ação dos professores: uma revisão da literatura". In Atas do I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação, (pp. 1895-1905). Lisboa: Instituto de Educação da Universidade de Lisboa, 15 a 17 julho de 2014. ISBN: 978-989-98314-7-6.
Publisher
Universidade de Lisboa, Instituto de Educação