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Um retrato da formação de professores de espanhol como língua estrangeira para crianças: um olhar sobre o passado, uma análise do presente e caminhos para o futuro; A picture of spanish teachers' graduation as a foreign language for children: a vision about the past, an analyze on the present and ways to the future

Rinaldi, Simone
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/03/2006 PT
Relevância na Pesquisa
65.8%
Este trabalho trata da formação de professores de espanhol para crianças. A pergunta inicial que nos motivou foi: o ensino de espanhol para crianças é necessário e desejável? Textos legais, teóricos, pesquisadores e pais nos mostraram que sim, tanto desejável quanto necessário. A partir disso, buscamos saber como se dá a formação dos docentes que trabalham com a faixa etária dos 7 aos 10 anos. Explicitamos alguns pontos da história do ensino de línguas estrangeiras no Brasil, das abordagens e métodos de ensino de idiomas, da criação da Universidade de São Paulo e, com ela, a Faculdade de Filosofia, Letras e Ciências Humanas e a Faculdade de Educação - ambas responsáveis pela formação de professores de espanhol - e da inserção da língua espanhola nas escolas brasileiras de Ensino Fundamental e Médio. A partir da análise de questionários respondidos por treze informantes de São Paulo - SP, Suzano - SP, Foz do Iguaçu - PR e Porto Alegre - RS, todos professores de espanhol que já atuam com crianças no nível escolar que nos diz respeito, traçamos o perfil da formação desses docentes, da sua atuação, bem como das dificuldades vividas por eles em sala de aula. Averiguamos que tanto os professores que cursaram Magistério quando os que não optaram por essa formação secundária se valem de práticas semelhantes: usam as mesmas estratégias e as mesmas atividades. Constatamos...

Escrita em língua estrangeira no ensino fundamental I: ensino, aprendizagem e desenvolvimento por meio do texto persuasivo; Writing in foreign language in elementary school: teaching, learning and development through persuasive texts

Martinelli, Lilian de Melo Fernandes
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 13/03/2014 PT
Relevância na Pesquisa
75.86%
O ensino de Língua Estrangeira para Crianças (LEC) bem como sua pesquisa encontram-se em expansão no Brasil e no mundo (Cameron, 2003; Gimenez 2010). Entre os estudos na área de LEC faltam pesquisas que avaliem e analisem dados que provenham de intervenções do ensino de escrita em LEC para crianças alfabetizadas entre 8 e 10 anos (Figueira, 2010). Com o intuito de contribuir para o ensino da escrita em inglês para o nível fundamental, esta dissertação objetiva demonstrar como uma intervenção pedagógica, realizada com alunos do 5º ano em uma escola particular paulista, ensinou o texto persuasivo em inglês e quais foram as implicações desse ensino para os participantes. Nesta pesquisa de mestrado, a professora-pesquisadora objetivou intervir na compreensão de texto de opinião dos alunos de modo a propiciar a expansão do conhecimento (Daniels, 2011; Magalhães, 2009) e o aprimoramento da escrita deles. Conforme as ações de aprendizagem de Davydov (1988), os alunos responderam à pergunta-problema elaborada para o curso, formularam representações sobre as características da persuasão, analisaram textos biográficos e textos persuasivos e, ao final da intervenção, redigiram textos persuasivos sobre o real inventor do avião. A intervenção pedagógica teve suas bases na Teoria da Atividade Sócio Histórico e Cultural...

Ensino experimental das ciências no 1º ciclo do ensino básico : construção reflexiva de significados e promoção de competências transversais; Experimental science teaching in primary school : the reflective process of meanings generation and the promotion of transversal skills

Varela, Paulo Idalino Balça
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 11/05/2010 POR
Relevância na Pesquisa
65.77%
Tese de doutoramento em Estudos da Criança (área de conhecimento de Estudo do Meio Físico); O presente estudo situa-se na continuidade e aprofundamento de uma perspectiva de ensino-aprendizagem e de investigação, que vem sendo desenvolvida em contexto de sala de aula (Sá, 1996; Sá & Varela, 2007). Esse trabalho de investigação e a concomitante experiência na sala de aula têm vindo a sugerir, de forma consistente e continuada, uma estreita relação entre essa perspectiva de ensino, que designamos de Experimental Reflexivo das Ciências, e a promoção de saberes e o desenvolvimento de competências em domínios de natureza transversal. O Ensino Experimental Reflexivo das Ciências coloca grande ênfase na construção do conhecimento e na qualidade do pensamento, sendo indutor de um processo generativo de significados a partir dos factos e evidências experimentais. Caracteriza-se por uma prática reflexiva continuada, desenvolvida numa atmosfera de liberdade de comunicação e cooperação propícia a um envolvimento pessoal e intelectual dos alunos na aprendizagem Neste estudo foi implementada uma intervenção pedagógica de 40 horas de Ensino Experimental Reflexivo das Ciências numa turma de 18 alunos do 1º ano de escolaridade do 1º CEB...

An investigation into the effectiveness of using child created video in the learning and retention of the Irish language in an Irish primary school

Cahill, Cormac
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
65.83%
non-peer-reviewed; This thesis looks at the use of child created video as an aid in the learning and retention of the Irish language in an Irish Primary School. It also investigated the effect of using these child created videos on the motivation of children to learn the Irish language. The methodology used in this research utilised a Task Based Language Learning and Teaching model. The study found that the use of child created video was beneficial to children enabling them to develop greater skills in automaticity, fluency and language output in the target language. The study also found that the actual creation of the videos by the children led to greater retention of the language in comparison with vocabulary learned using traditional methods. The new methodology also led to increased levels of motivation to learn the Irish language amongst the children. Many reported they were more positive about learning the language after the introduction of the new methodology. The attitudes and beliefs of children, teachers and parents towards the Irish language were also explored to better understand the current standing of the Irish language in Ireland. The study found that the attitudes of teachers towards the Irish language was primarily positive though many would prefer to see a greater emphasis on oral language development at primary level. Parents were found to have a complex mix of attitudes towards the Irish language. While many could express positive reasons to learn the language a substantial minority made very little effort to speak the actual language.

An investigation into the effectiveness of using CALL to teach Irish to 1st year students in a post primary school: a case study approach.

Hehir, Agnes Geraldine
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
75.73%
non-peer-reviewed; It is imperative that the teacher is centre-stage in computer aided pedagogical settings to ensure maximum potential is attained. Constructivist theories challenge teachers to create learning environments that suit their students‘ diverse needs and abilities. The teacher ought to facilitate the student to increase knowledge retention, user satisfaction and motivate them to enjoy the learning experience. Pedagogical content is vital to effectively integrate computer aided learning in schools. Teacher instruction and facilitation is important to ensure technology is adopted and adhered to. This study utilizes an age and content appropriate software to assist twelve year old students in a post-primary school with language teaching. This is a mixed ability class; therefore participants portray a broad range of learning styles and learning abilities. Participants are divided into two groups, the control group and the treatment group. Each participant in the control group interacts with the multimedia software which is demonstrated to them in a group setting by the teacher to ensure the navigational structure of the Software is understood. This study is an attempt to ascertain if a computer aided interactive language resource enhances the pedagogical context and influences learning outcomes. This study uses a case study...

Evaluating the effectiveness of CALL technology in teaching Irish grammar at primary level: a case study approach.

Doherty, Ann Marie
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Research); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
65.71%
non-peer-reviewed; Considerable investment has been made in the area of information and communication technology (ICT) in the Irish education sector over the past two decades. The Department of Education and Skills (DES) and the National Centre for Technology in Education (NCTE) has encouraged and supported the integration of ICT with the Primary School Curriculum (1999) by providing funding, professional development and ongoing support for schools and teachers. This study investigates the effectiveness of computer-assisted language learning (CALL) technologies for teaching Irish grammar to sixth class students in primary school. Following teacher-only and computer-only teaching sessions, quantitative data was obtained by examining the participants collectively. The participants‟ attitudes towards ICT in education were also explored by means of focus group interviews and open-ended questions in the questionnaire, providing qualitative data. The findings of this case study reveal that students can learn equally well from computer-only tuition as teacher-only tuition. However, the students prefer lessons that include human interaction and are better motivated to learn when a teacher takes part in lessons. The participants in this study state that greater use can be made of ICT in lessons.

Multigrade Teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and The Gambia

Mulkeen, Aidan G.; Higgins, Cathal
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
55.88%
Multigrade teaching is an increasingly important policy option for African countries as they seek to provide schooling for out-of-school children in areas of low population density. In multigrade teaching, a teacher works with students from two or more grade levels at the same time, in a single classroom. This study examines the challenges of implementing and supporting multigrade teaching through case studies of multigrade schooling in Uganda, Senegal, and The Gambia. These three countries offered different perspectives. In Uganda the schools observed mainly used one teacher to teach two grades, and had benefitted from a pilot project that had provided specialist training for teachers and additional learning materials. In Senegal, there were different models of multigrade schooling, including some experimental one-teacher schools. In The Gambia, multigrade teaching was being used largely by default, as shortages of teachers left some schools with more classes than teachers. From these three very varied cases...

Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda

Mulkeen, Aidan; Chen, Dandan
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
55.87%
Achieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provide good-quality basic education to the 10-20 percent of primary school-age children who are still out of school. Among these out-of-school children, the most difficult to reach are living in rural and remote areas. In recent years, large investments have greatly improved school infrastructure and access, but finding effective ways of supplying teachers to schools in rural and remote areas remains a key policy concern. To examine the issues related to providing teachers for rural schools, five countries-Lesotho, Malawi, Mozambique, Tanzania, and Uganda-prepared national case studies and, along with representatives from Zambia, came together for a workshop on "policy, planning, and management of rural primary school teachers" in Lesotho in May 2005. Building on the national reports...

Proyecto "Empiezo a ser bilingüe"

Fernández Trujillo, Ruth
Fonte: Escuela Cardenal Cisneros. Centro Adscrito a la UAH Publicador: Escuela Cardenal Cisneros. Centro Adscrito a la UAH
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
65.77%
Este proyecto pretende iniciar a los niños del segundo ciclo de Infantil en la lengua inglesa desde una perspectiva bilingüe, es decir, ampliando el uso y aprendizaje de dicho idioma en actividades cotidianas desarrolladas típicamente en la lengua materna (el castellano) a la vez que se introducen nuevos contenidos que adentran a los alumnos en una nueva cultura, la inglesa. En todo este planteamiento, el cual es complementario e independiente de la enseñanza tradicional del inglés en la Educación Infantil, se han tenido en cuenta las necesidades y características psicopedagógicas propias de los niños de esta edad así como las posibles difi cultades que se puedan plantear ante los alumnos con necesidades educativas especiales; sin olvidar la importancia de las nuevas tecnologías, tan motivadoras y grandes aliadas, tanto para el niño como para el maestro, en el proceso de enseñanza-aprendizaje.; This project pretends to deal with children of the second cycle of Pre-Primary School in English language from a bilingual perspective, so children would practise and learn this language through different daily activities that nowadays are developed in their own language (Spanish). Thus, it will allow children to learn new contents that would let us introduce them in a new culture...

Young foreign language learners??? motivation ??? A slovenian experience

Juri??evi??, Mojca; Pi??orn, Karmen
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Publicado em /01/2013 ENG
Relevância na Pesquisa
65.82%
Teaching foreign languages is a complex psycho-pedagogical phenomenon which presupposes understanding of different factors which influence academic achievement in school context. The key factor is the student???s motivation as it determines the learning process and indirectly influences the quality of foreign language proficiency. The article discusses an empirical research study based on a questionnaire. It involved 591 primary school students who started foreign language instruction in the first triad of the Slovene primary school system (age 6 to 8). The results of the study show that the students generally like learning foreign languages and develop a sense of positive academic self-concept during the lessons. Most students prefer foreign language lessons when learning activities involve playing (informal learning situations), while they like foreign language lessons least when they read or write (???classic??? learning situation). This shows that the goals of learning foreign languages as perceived by the students may be either intrinsic or extrinsic. It is, therefore, very important that foreign language teachers of young learners recognise their students??? most prominent motivational features by observing their students??? classroom behaviour. Teachers should then be able to consider these features in lesson planning and actual teaching activities while at the same time they should become aware of the students??? developmental features and their language competences. In this way students will be able to satisfy their own developmental needs and simultaneously become proficient in a foreign language.; La ense??anza de las lenguas extranjeras es un fen??meno psico-pedag??gico muy complejo que presupone entender varios factores que influyen en el rendimiento acad??mico en el contexto escolar. El factor principal es la motivaci??n del estudiante...

Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations

Zein, Mochamad Subhan
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
75.89%
This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components...

Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective

Woessmann, Ludger; Fuchs, Thomas
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
75.74%
This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina...

Teaching in Cambodia

Benveniste, Luis; Marshall, Jeffery; Araujo, M. Caridad
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
55.88%
This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service...

Language, Literacy, and Learning in Primary Schools : Implications for Teacher Development Programs in Nigeria

Adekola, Olatunde A.
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
76.02%
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.

A cultura de aprender língua estrangeira (inglês) de alunos de 1ª e 4ª séries do ensino fundamental; The culture of learning foreign language (English) of students of the 1ª and 4ª grades of primary school

Ariane Fernandes Antonini
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/08/2009 PT
Relevância na Pesquisa
55.89%
Este estudo insere-se no contexto de ensino e aprendizagem de língua estrangeira (inglês) para crianças e tem como objetivo conhecer a cultura de aprender língua estrangeira (inglês) de alunos de 1a e 4a séries do Ensino Fundamental de uma escola particular em uma cidade pequena no interior do estado de São Paulo. Para isso, foi desenvolvida uma pesquisa qualitativa, de cunho etnográfico, na qual foram usados os seguintes procedimentos para coleta, análise e discussão dos dados: questionários, entrevistas e desenhos dos alunos e questionário para as professoras, observação de aulas seguidas de gravação em áudio e vídeo e notas de campo, além de análise de documentos oficiais da escola em questão. O embasamento teórico é buscado em estudos sobre as características das crianças como aprendizes de línguas (Scott & Ytreberg,1999; Pinter, 2006, entre outros); sobre o ensino de inglês para crianças (Philips, 1994; Moon, 2000; Cameron, 2001, entre outros), além de contemplar os estudos sobre a cultura de aprender (Barcelos, 1995, 2001, 2004; Almeida Filho, 1993) e cultura de ensinar (Feiman-Nemser e Floden, 1986; Reynaldi, 1998; Félix, 1998). Os resultados deste estudo contrastivo entre a CALE (inglês) dos alunos da 1a série e a CALE (inglês) dos alunos da 4a série revelam uma cultura fortemente influenciada pela cultura de ensinar das professoras de inglês e pela abordagem do material didático utilizado. Algumas diferenças foram observadas entre a CALE (inglês) desses dois grupos...

Integrating curricular subjects and language learning in a UK secondary school: Accessing Maths (Curriculum) through a Bilingual Environment (AMBE) project

Issa, Tözün
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf; application/pdf
Publicado em //2009 ENG
Relevância na Pesquisa
65.7%
III Colloquium on Semi-Immersion in Catalonia; III Encuentro sobre Semi-Inmersión en Cataluña; Tözün Issa has been a primary school teacher for 12 years and worked as an adviser for Ethnic minority Education for 6 years. He attained PhD from the University of North London before becoming the course tutor for PGCE Community Languages course. He is currently working as group tutor for PGCE primary and Early years course and is the Director of the Centre for Multilingualism in Education. He is co-coordinating a number of research projects and has headed the work of a steering group which organised a successful conference titled ‘Bilingualism Learning and Achievement’ in March 2007. Dr. Issa’s research interests include bilingual education and the education of the linguistic minority communities. He has focussed on a number of community education programmes particularly those of Supplementary schools in UK and has written extensively in this field. His latest publications are entitled: Practical Bilingual Strategies for Multilingual Classrooms which he co-authored with Alayne Öztürk published by UKLA in 2008; Realising Potential: Complementary Schools in the UK (Co-authored with Claudette Williams) published by Trentham Books (out in March 2009)...

Educating foreign language primary school teachers : a review of models of teacher education and new proposal

Alirio Bastidas Arteaga, Jesús
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2011 ENG
Relevância na Pesquisa
65.73%
The implementation of foreign languages in primary schools in Europe and Latin America since the 1980’s motivated some administrative and academic decisions in the teacher development of both in-service and pre-service primary school teachers. In this article, first, the most well known models of professional education, such as: craft model, applied science model and reflective model are reviewed, then some models developed for training foreign language (FL) primary school teachers are analyzed . Finally, a model to educate FL primary school teachers is proposed based on curriculum conceptions. At the end of the article, the author draws some conclusions and highlights the most relevant characteristics of the model.; A partir de la década de 1980, tanto en Europa como en Latino-América se introdujo la enseñanza de lenguas extranjeras en el nivel de educación primaria, lo cual produjo algunas decisiones administrativas y académicas con relación al desarrollo profesional de los profesores de lenguas extranjeras en ejercicio y de la preparación de los nuevos profesores. En este artículo, el autor primero revisa algunos de los modelos de preparación profesional más conocidos, tales como: modelo artesanal, modelo de ciencia aplicada y modelo reflexivo; luego se hace una análisis de algunos modelos específicamente diseñados para la preparación de profesores de Lenguas Extranjeras para el nivel de primaria...

A Didatic Reflection on Distribution of Textual Genres to the Primary School; Uma reflexão didática acerca da distribuição de gêneros textuais para o ensino fundamental

Figueiredo-Gomes, João Bosco; Souza, Arisberto Gomes de
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas Publicador: Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 01/12/2015 POR
Relevância na Pesquisa
65.77%
Considerando o interesse pelo estudo e pelo ensino de gêneros textuais nas últimas três décadas, o presente artigo apresenta a análise de uma coleção de livros didáticos de língua portuguesa do Ensino Fundamental II, que objetivou verificar se o livro didático oportuniza uma compreensão acerca dos diferentes gêneros textuais tanto pelo aluno, em relação ao contexto de uso social, quanto pelo professor, em relação a parâmetros para a análise e escolha de coleções didáticas. O arcabouço teórico-metodológico baseou-se principalmente nas contribuições do Interacionismo Sociodiscursivo: Bronckart (1999, 2003) e Schneuwly e Dolz (2004); nos estudos de Marcuschi (2002, 2008) e nas orientações sobre o ensino de língua materna contidas nos Parâmetros Curriculares Nacionais (BRASIL, 1998). Os resultados fornecem parâmetros para a análise, escolha e organização de coleções didáticas, bem como sugestões de implementações pedagógicas com vistas ao ensino de língua portuguesa.; Considering the interest on the studies about textual genre and its teaching in the three last decades, the present article presents a report of an analysis of collection of didactic books of Portuguese language of the Primary School II...

Evaluation of the national program of portuguese language teaching (PNEP) in primary school: students' perceptions; Evaluación del programa nacional de enseñanza de la lengua portuguesa (PNEP) en la educación primaria: las percepciones de los estudiantes; Avaliação do Programa Nacional de Ensino do Português (PNEP) 1.º ciclo: As perceções dos alunos

Pereira, Íris; Braga, Ana Cristina; Riaño, Xosé González
Fonte: Instituto de Educação da Universidade do Minho Publicador: Instituto de Educação da Universidade do Minho
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; article Formato: application/pdf
Publicado em 04/12/2015 POR
Relevância na Pesquisa
105.85%
This article presents a study of students' perceptions about the National Program of Portuguese Language Teaching (PNEP), an in-service program for primary school teachers aimed at improving the teaching and the learning of Portuguese language and implemented in the context of professional activity.The results of the quantitative analysis of data, collected through a survey questionnaire administered to students at the end of the 2009-2010 year in the regional center located at the University of Minho, reveal very positive representations about the learning process and about the contents of learning.These data point to the validity of the language pedagogy design that supported PNEP, illustrate the positive perception that teachers revealed on their own professional development and emerge as an illustrative case of the feasibility of conducting surveys with primary-school children.; En este artículo se presenta un estudio de las percepciones de los estudiantes sobre el Programa Nacional de Enseñanza de la Lengua Portuguesa (PNEP),un programa de formación continua para profesores de educación primaria creado con el fin de mejorar la enseñanza y el aprendizaje del portugués en el contexto de la actividad profesional. Los resultados del análisis cuantitativo de los datos...

Visual recognition difficulties: Identifying primary school learners' directional confusion in writing letters and numbers

Richmond,Janet E.; Taylor,Myra
Fonte: South African Journal of Occupational Therapy Publicador: South African Journal of Occupational Therapy
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2014 EN
Relevância na Pesquisa
75.69%
BACKGROUND: Occupational therapists often assess primary school learners for letter and number reversal tendencies using scales which require recognition of reversed letters and numbers; however, these scales do not generally look at learners' written production of letters and numbers to measure their reversal tendencies. This study aimed to determine whether learners reverse the same letters and numbers in reading and in writing METHOD: This study utilised the Richmond Reversal Rating (RRR) Scale to identify which language symbols 118 primary school learners found difficult to recognise as being reversed when reading a series of letters and numbers and writing 20 letters and nine numerals ANALYSIS: Nonparametric correlations and parametric Chi-square statistics were used to investigate differences in the learners' reading recognition and written production RESULTS: Letters and numbers reversed in recognition (reading) and writing were similar Moreover, eleven letters and three numbers were identified as difficult to orientate on a page CONCLUSION: Explicit teaching to remediate letter and number reversals and font use are paramount to improving language symbol orientation