Como estão os professores dos primeiros anos de escolaridade, em Portugal, a ser preparados para o ensino da leitura e da escrita?
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
O ensino da leitura e escrita exige professores adequadamente preparados. Sendo da responsabilidade das instituições do ensino superior a formação dos professores, espera-se que ela tenha a qualidade desejada e seja assegurada por professores com investigação neste domínio. Realizou-se um estudo para conhecer que formação estão a ter os futuros professores para ensinar a ler e a escrever e que perfil de investigação têm os professores do ensino superior que a asseguram. Foram analisados os planos de estudo dos cursos de formação para a docência no 1.º ciclo do ensino básico, as fichas das unidades curriculares de formação na área de docência e de didáticas específicas associadas ao Português, à leitura e à escrita, e as fichas de curriculum vitae dos/as respetivos/as docentes. Entrevistaram-se diretores de curso e professores. Concluiu-se que existiam cursos que não contemplavam um estudo completo da linguagem e da língua, a relação entre a linguagem oral e a escrita, assim como as características do código ortográfico do português. Várias dimensões do ensino apontadas pela investigação científica em Educação e em Psicolinguística como relevantes não eram consideradas. Os formadores dos futuros professores tinham investigação escassa, pouco focada no Português, leitura e escrita, e baixa publicação em revistas indexadas.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
Como Citar
Referências
Agud, Ingrid, & Ion, Georgeta (2019). Research-based learning in initial teacher education in Catalonia. CEPS Journal, 9(2), 99–118. https://doi.org/10.26529/cepsj.564
Amaral, Alberto (Coord.), Magalhães, António (Org.), Caramelo, João, Cardoso, Sónia, Rocha, Cristina, Sin, Cristina, Tavares, Orlanda, Vaz, Henrique, Veiga, Amélia, & Videira, Pedro (2016). Que perceções têm os portugueses sobre o valor da educação? Fundação Belmiro de Azevedo.
Bardin, Laurence (2011). Análise de conteúdo. Edições 70.
Biesta, Gert, & Tedder, Michael (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning lives: Learning, identity, and agency in the life course (Working Paper Five). Teaching and Learning Research Programme.
Böttcher-Oschmann, Franziska, Ophoff, Jana, & Thiel, Felicitas (2021). Preparing teacher training students for evidence-based practice promoting students’ research competencies in research-learning projects. Frontiers in Education, Article 642107. https://doi.org/10.3389/feduc.2021.642107
Cao, Yanling, Postareff, Liisa, Lindblom-Ylänne, Sari, & Toom, Auli (2021). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171–198. https://doi.org/10.1080/02619768.2021.1900111
Castles, Anne, Rastle, Kathleen, & Nation, Kate (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Cochran-Smith, Marilyn, Grudnoff, Lexie, Orland-Barak, Lily, & Smith, Kari (2020). Educating teacher educators: International Perspectives. The New Educator, 16(1), 5–24. https://doi.org/10.1080/1547688X.2019.1670309
Coe, Robert, Aloisi, Cesare, Higgins, Steven, & Major, Lee E. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust. http://www.suttontrust.com/researcharchive/great-teaching/
Conselho Nacional de Educação. (2019). Regime de seleção e recrutamento do pessoal docente da educação pré-escolar e ensinos básico e secundário. Conselho Nacional de Educação.
Czerniawski, Gerry, Guberman, Ainat, & MacPhail, Ann (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127–140. https://doi.org/10.1080/02619768.2016.1246528
Darling-Hammond, Linda (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080
Englert, C. S., Mariage, T. V., Truckenmiller, A. J., Brehmer, J., Hicks, K., & Chamberlain, C. (2020). Preparing special education preservice teachers to teach phonics to struggling readers: Reducing the gap between expert and novice performance. Teacher Education and Special Education, 43(3), 235–256. https://doi.org/10.1177/0888406419863365
European Commission. (2014). Council conclusions of 20 May 2014 on effective teacher education (2014/C 183/05). European Commission.
Graham, Steve, Harris, Karen R., & Santangelo, Tanya (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/10.1086/681964
Griffiths, Vivienne, Thompson, Simon, & L. Hryniewicz, Liz (2014). Landmarks in the professional and academic development of mid-career teacher educators. European Journal of Teacher Education, 37(1), 74–90. https://doi.org/10.1080/02619768.2013.825241
Gustafsson, Jan-Eric (2016). Lasting effects of quality of schooling: Evidence from PISA and PIAAC. Intelligence, 57(1), 66–72. https://doi.org/10.1016/j.intell.2016.05.004
Gutman, M. (2021). From teacher to senior teacher educator: Exploring the teaching-research nexus in Israeli academic colleges of education. Journal of Education for Teaching, 47(3), 439–453. https://doi.org/10.1080/02607476.2021.1886570
Hanushek, Eric A., & Woessmann, Ludger (2011). The economics of international differences in educational achievement. In Eric A. Hanushek, Stephen Machin, & Ludger Woessmann (Eds.), Handbooks in Economics (Vol. 3, pp. 89–200). Elsevier. https://doi.org/10.1016/B978-0-444-53429-3.00002-8
Hudson, Alida K., Moore, Karol A., Han, Bing, Koh, Poh W., Binks-Cantrell, Emily, & Joshi, R. Malatesha (2021). Elementary teachers’ knowledge of foundational literacy skills: A critical piece of the puzzle in the science of reading. Reading, Research Quarterly, 56(S1), S287–S315. https://doi.org/10.1002/rrq.408
Leite, Carlinda (2019). Teaching, learning and research: An analysis of the academic and political agenda. In M. Helena Pedrosa-de-Jesus, & Mike Watts (Eds.), Academic growth in higher education: Questions and answers (pp. 19–30). Brill Sense.
Leite, Carlinda, Marinho, Paulo, & Sousa-Pereira, Fátima (2023). Teaching-research nexus in initial teacher education in Portugal. Educación XXI, 26(1), 71–92. https://doi.org/10.5944/eduxxx1.31518
Leite, Carlinda, Monteiro, Angélica, Barros, Rita, & Ferreira, Nicole (2022). Prácticas curriculares hacia la sostenibilidad y una pedagogía transformadora curricular. REICE Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 20(4), 107–125. https://doi.org/10.15366/reice2022.20.4.006
Leite, Carlinda, & Sousa-Pereira, Fátima (2022). Perfil académico e profissional de professores do ensino superior que asseguram a formação inicial de professores. Fundação Belmiro de Azevedo.
Leite, Carlinda, Sousa-Pereira, Fátima, & Marinho, Paulo (2023). Teacher educators in Portugal: What is the research profile? What are the research conditions? El Profesorado, 27(1), 301–320. https://doi.org/10.30827/profesorado.v27i1.25161
Leite, Isabel, Leite, Carlinda, Sousa-Pereira, Fátima, & Lemos, Gina (2022). Como estão a ser preparados os futuros professores para o ensino da leitura e da escrita? EDULOG - Fundação Belmiro de Azevedo. https://www.edulog.pt/publicacao/45
Lopes, Amélia, Boyd, Pete, Andrew, Nicola, & Pereira, Fátima (2014). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167–183. https://doi.org/10.1007/s10734-013-9700-2
Lourenço, Vanda (Coord.), Duarte, Alexandra, Nunes, Alexandra, Amaral, Ana, Gonçalves, Conceição, Mota, Madalena, & Mendes, Rosário (2019). PISA 2018: Portugal. Relatório nacional. IAVE.
Magalhães, António (2006). A identidade do ensino superior: A educação superior e a universidade. Revista Lusófona de Educação, 7, 13–40.
Mayring, Philipp (2019). Qualitative content analysis: Demarcation, varieties, developments. Forum: Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3343
McCartney, Elspeth, Marwick, Helen, Hendry, Gillian, & Ferguson, Erin (2018). Eliciting student teacher’s views on educational research to support practice in the modern diverse classroom: A workshop approach. Higher Education Pedagogies, 3(1), 342–372. https://doi.org/10.1080/23752696.2018.1498748
McCutchen, Deborah, Abbott, Robert, Green, Laura, Beretvas, S. Natasha, Cox, Susane, Potter, Nina S., Quiroga, Teresa, & Gray, Audra (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69–86. https://doi.org/10.1177/002221940203500106
Melo, M. Julia, Almeida, Lucinalva, & Leite, Carlinda (2023). Negociação das políticas/práticas curriculares: O desenvolvimento profissional de professores(as) orientado para a decisão curricular. Educar em Revista, 39, e87031. http://dx.doi.org/10.1590/1984-0411.87031
Michel, Jessica O., Holland, LeAnn, Ostrow, J., Brunnquell, Claudine, & Sterling, Stephen (2020). The ideal outcome of education for sustainability: Transformative sustainability learning. New Directions for Teaching and Learning, 161, 177–188. https://doi.org/10.1002/tl.20380
Moats, Louisa C. (2020). Teaching reading is rocket science 2020: What expert teachers of reading should know and be able to do. American Federation of Teachers.
Montoya, Silvia (2017). Defining literacy. UNESCO. http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-literacy.pdf
Morais, José (1997). A arte de ler. Edições Cosmos.
Morais, José (2018). The methods issue revisited: From a developmental and socio-cultural-political perspective. In Thomas Lachmann, & Tina Weis (Eds.), Reading and dyslexia: From basic functions to higher order cognition (pp. 9–25). Springer. https://doi.org/10.1007/978-3-319-90805-2_1
Mullis, Ina, von Davier, Matthias, Foy, Pierre, Fishbein, Bethany, Reynolds, Katherine A., & Wry, Erin (2023). PIRLS 2021 International results in reading. Boston College; TIMSS; PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.tr2103.kb5342
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Reading Panel.
Nóvoa, António (2019). Entre a formação e a profissão: Ensaio sobre o modo como nos tornamos professores. Currículo Sem Fronteiras, 19(1), 198–208.
Obwegeser, Nikolaus, & Papadopoulos, Pantelis (2016). Integrating research and teaching in the IS classroom: Benefits for teachers and students. Journal of Information Systems Education, 27(4), 249–258. https://aisel.aisnet.org/jise/vol27/iss4/4/
OECD. (2019). Working and learning together: Rethinking human resource policies for schools. OECD Publishing.
Orland-Barak, Lily (2017). Learning teacher agency in teacher education. In Jean Clandinin & Jukka Husu (Eds.), The SAGE handbook of research on teacher education (pp. 139–142). SAGE.
Portela, Miguel (2015). Retornos privados e sociais da Educação em Portugal. In Luís C. Nunes (Coord.), A escola e o desempenho dos alunos (pp. 107–126). Fundação Francisco Manuel dos Santos.
Priestley, Mark, Biesta, Gert, & Robinson, Sarah (2015). Teacher agency: What is it and why does it matter? In Jelmer Evers & René Kneyber (Eds.), Flip the system: Changing education from the bottom up (pp. 134–148). Routledge.
Santos, Adriana C., & Leite, Carlinda (2020). Professor agente de decisão curricular: Uma scriptura em Portugal. Magis Revista Internacional de Investigación en Educación, 13, 1–21. https://doi.org/10.11144/Javeriana.m13.padc
Seidenberg, Mark S., Borkenhagen, Matt C., & Kearns, Devin M. (2020). Lost in translation? Challenges in connecting reading science and educational practice. Reading Research Quarterly, 55(S1), S119–S130. https://doi.org/10.1002/rrq.341
Seymour, Philip H. K., Aro, Mikko, & Erskine, Jane M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174. https://doi.org/10.1348/000712603321661859
SpearSwerling, Louise, & Brucker, Pamela O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332–364. https://doi.org/10.1007/s11881-004-0016-x
Stenhouse, Lawrence (1987). La investigación como base de la enseñanza. Morata.
Teberosky, Ana, & Colomer, Teresa (2003). Aprender a ler e a escrever: Uma proposta construtivista. Artmed.
Walsh, Kate, Glaser, Deborah, & Wilcox, Danielle D. (2006). What education schools aren’t teaching about reading and what elementary teachers aren’t learning. National Council on Teacher Quality.