Centre for Studies in Education and Innovation

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Publications

Citizenship education in initial teacher training: perceptions of those training to teach

Publication . Freire-Ribeiro, Ilda; Mesquita, Elza; Pereira, Ana

Promoting citizenship education in the school environment involves developing competencies, skills, knowledge, and attitudes that enable students to be active, responsible, active, informed, and critical citizens. Citizenship education generally covers various themes, such as ethics, values, human rights, social justice, inequalities, interculturalism, and participation, which aim to prepare students to be conscious members of society, capable of contributing to building fairer and more reflective communities. In addition, citizenship at school can involve democratic practices in school management, allowing students to participate in decisions that affect the educational environment. In the early years, children's initial experiences of citizenship at school have a significant impact on the formation of attitudes, values, and social skills, and teachers are a cornerstone in promoting and understanding concepts related to citizenship. We assume that citizenship education is essential in initial teacher training, as it plays a fundamental role in the holistic development of citizens. This study aims to understand what future teachers think about citizenship education at school and what their role will be as disseminators of citizenship practices. Twenty-four students of initial teacher training took part in the study. The results, collected through a questionnaire survey, reveal that citizenship is not learned simply through rhetorical processes, through transmissive teaching, but through experienced/participatory processes. It is recognized that education for citizenship must be present in the school culture itself, adjusted to a logic of participation and full co-responsibility and accountability. The need to invest in citizenship issues and integrate them more clearly into initial teacher training is highlighted.

2024Conference object

Open access

Arte é vida: cultura artística e perceções estéticas na formação inicial

Publication . Castro, Marília; Ribeiro, Maria do Céu

Reconhece-se o valor artístico para as (re)configurações individuais e coleti vas, afetivas e conscientes, em que a memória identitária e a herança artístico cultural desafiam à almejada cidadania inclusiva, resultado de uma construção livre e sensível. A arte, a cultura artística e a consciência estética apresentam-se como peças indissociáveis na formação inicial.

2024Book part

Open access

The potential for ICT in new museums - the case of the Douro museum

Publication . Vieira, Isabel; Fernandes, Didiana; Amaro, Bárbara; Carvalho, Aida

The relationship between the exponential growth of Cultural Tourism and the multiplication, requalification, and diversification of Museums is widely accepted. The swift evolution and proliferation of Information and Communication Technologies have opened up new possibilities, both in the management of heritage assets and in the way they should be shared with the public, by providing new enter- taining and educational ways to do so. The Douro Demarcated Region, unique from a historical, economic, social, cultural, and environmental point of view, received in 2008 Portugal’s first Territory Museum, the Douro Museum, which has been exploring the resources made available by ICT to better fulfill its Mission of muse- alization of the territory. This process includes an online presence (to disseminate activities and share information about the Region), an exhibition space (which is equipped with tools and devices that convey a wide range of information), and digital access to the collections (focusing on a more specialized/academic public). These experiences have shown that the use of technologies broadens the museum ecosystem and multiplies the types of audience who take part in the various museological and cultural initiatives. This way, ICT is increasingly recognized as important tool used to broaden the museums’ scope of influence across a given territory.

2022Conference object

Open access

Beliefs about school: multiple perspectives

Publication . Martins, Cristina; Ribeiro, Maria do Céu; Sousa, João Sérgio Carvalho; Novo, Rosa

Knowing and analyzing teachers' beliefs contributes to understanding and improving their educational processes. Based on this assumption we propose, in this paper, to present the beliefs of leaderships and teachers about school. This analysis is based on a broader work in which beliefs regarding various aspects were analyzed, as well as teachers' knowledge and practices. This study followed an essentially qualitative methodology in nature, although it also used quantitative analysis. The instruments used to collect data were interviews with the leaders and questionnaires for teachers from 11 schools in the district of Bragança, Portugal, and integrated in the Intermunicipal Community of Terras de Trás os Montes. From the categories and subcategories used, the category School includes subcategories: school functions, school organization, relevance of school, school-family relationship and school-community relationship. The analysis of the interviews with the leaders (group directors, departmental coordinators and class directors) highlights the multiplicity of their views about the school. Emphasis is, among others, given to the school-family relationship, particularly the change in the relationship of parents to the school as the student progresses through the levels of education and, although a positive school-family relationship is identified, a distancing is also felt. The voices of the leaders also emphasize: (i) the relevance of promoting effective communication between school and family; (ii) the existence of positive expectations towards the community (in both directions); (iii) the school as a bureaucratic organization, with resonances in the daily teaching; (iv) the identification of complementary connotations of the functions of the school, on the one hand the schooling of students and, on the other, the socio-affective and evaluative dimensions of students. Regarding the beliefs of the teachers who answered the questionnaire, the focus on "training" stood out within the functions of the school, referring to it not only as "a place for exchanging knowledge", "for learning", but also for "transmitting knowledge", "values and attitudes". School is also perceived as a "place of socialization", "personal growth" and socio-affective

2022Conference object

Open access

Experiential learning as a construct for child motivation

Publication . Querido, Sara; Freire-Ribeiro, Ilda; Mesquita, Elza

Experiential learning results from involvement, participation, exploration, experimentation, creation, discovery, relationships, and interaction with others and objects, in short, interaction with the world around us. In other words, everyone learns motivated by their purposes, i.e. they deliberately strive to achieve learning that makes sense to them. Motivation and learning are fundamental to the study of new school theories. It cannot, and should not, be seen only as an essential characteristic for the child, but must be mediated by the teacher, supported by various strategies to promote motivation for learning. The study presented here focused on experiential learning as a pedagogy and the teaching-learning strategies that correspond to it. The work was carried out with 24 children, aged 9 and 10, in the 4th year of primary school. The study is based on a qualitative, interpretive approach. Data was collected mainly through the technique of direct and participant observation, using field notes, photographic records, and observation grids. The objectives were: to understand whether experiential work is a motivating factor, and to study the role of the child in the development of experiential work. The results obtained in the study, which emerged from the application of various data collection instruments, revealed that the children were more active, autonomous, and participative, verifying that experiential learning, using diversified strategies, boosts children's involvement, and stimulates their curiosity and their love of learning. We were also able to see that experiential learning has a greater impact on children's motivation if the teacher presents him/herself to them as an example of a motivated person.

2024Conference object

Open access