IMULP - Instituto de Mediação da Universidade Lusófona do Porto

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http://hdl.handle.net/10437/8418

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Percorrer IMULP - Instituto de Mediação da Universidade Lusófona do Porto por autor "Faculdade de Psicologia, Educação e Desporto"

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    Os debates como estratégia de trabalho curricular participado dos estudantes no ensino superior : cumprindo o desígnio da coesão social e da inclusão
    (Edições Hipótese, 2019) Vale, Ana; Mouraz, Ana; Tavares, José; Cunha, Maria Isabel da; Neto, Alexandre Shigunov; Fortunato, Ivan; Faculdade de Psicologia, Educação e Desporto; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    Os debates são um exemplo de estratégia pedagógica que implica uma maior participação dos estudantes, porque supõe que estes são elementos ativos e críticos na aquisição do saber que a Universidade lhes propõe. Produzir saber sobre as formas de melhor implementar e assegurar a qualidade científica dos debates, pensados como estratégia pedagógica, no quadro da finalidade social e democrática do Ensino Superior, é o propósito deste capítulo.
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    Education and innovation : impacts during a global pandemic in a higher education institution
    (Les Ulis: EDP Sciences-Web of conferences, 2021) Vale, Ana; Coimbra, Nazaré; Martins, Alcina; Oliveira, José; Faculdade de Psicologia, Educação e Desporto; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale.Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education.Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees.Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.
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    The Experience of Remote Teaching in Higher Education : A Scenario of Challenges and Opportunities
    (North American Business Press, 2023-02-07) Pereira, Ana Vale; Martins, Alcina Manuela de Oliveira; Coimbra, Nazaré Trigo; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento; Faculdade de Psicologia, Educação e Desporto
    In March 2020, within a short space of time and no prior preparation, the educational offer of HE institutions shifted from in-person teaching to remote online teaching. All teaching and learning activities started to be conducted through digital platforms and technologies, rarely used before then. This study used qualitative methodology, two data collection instruments were used: semi-structured interviews with 10 teachers from different institutions, and opinion essays about the experience written by 10 students. To analyze the data, we conducted content analysis. The results obtained suggest that this experience of teaching and learning in a digital environment represented a great challenge, both from the teaching point of view and the way students learn. In addition, it boosted the digitalisation of pedagogical action, advocated for more than a decade by the Bologna Process, opening new paths for the reformulation of teaching and learning processes in higher education. This challenging scenario has opened a window of opportunity for a new paradigm of teaching to emerge, based on the use of digital technologies.
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    A formação experiencial : a vertente estigmatizada da formação de adultos
    (Edições Universitárias Lusófonas, 2018) Vale, Ana; Teodoro, António; Faculdade de Psicologia, Educação e Desporto; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
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    Portuguese All-Day Schooling: improving social and educational policies
    (Edições Universitárias Lusófonas, 2018) MARTINS, JORGE ILÍDIO FARIA; Vale, Ana; Mouraz, Ana; Faculdade de Psicologia, Educação e Desporto; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    In the last decade, acknowledging the need to guarantee the guard of all chil dren, as well as to ensure equal opportunities for academic success to the child ren and adolescents from socio-economic disadvantaged backgrounds, several European countries have implemented policies and programmes which led to the introduction of ‘all-day schooling’, i.e., to the expansion of school time. Amongst these countries were Germany (Reh, Rabenstein & Fritzche, 2011; Pfeifer & Holtappels, 2008; den Besten, 2010; Schnniter & Häselhorff, n.d.) and Portugal. This study aimed to evaluate the scope of the political measures associated with all-day schooling as it was implemented in Portugal by the AEC programme and put into practice in 2009/2010. The two fundamental dimensions of its means of operating were identified: the political and the curricular. The study focuses on two cases of different local decision.
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    Teachers and students’ perceptions about remote teaching in higher education : online qualitative research
    (Revista Pesquisa Qualitativa. São Paulo (SP), 2022-12) Vale, Ana; Martins, Alcina; Coimbra, Nazaré; Faculdade de Psicologia, Educação e Desporto; CeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
    Este estudo analisa os impactos e desafios do ensino remoto de emergência nas instituições do Ensino Superior do Porto devido à crise da COVID-19 em 2020. Realizámos um estudo exploratório de natureza qualitativa para analisar as percepções de professores e estudantes sobre a digitalização do processo de ensino e aprendizagem, no Ensino Superior. Os dados foram recolhidos através de entrevistas online semi-estruturadas e sincronizadas com dez professores, que aceitaram participar e balanços da experiência vivida, escritos e disponibilizados na Plataforma Moodle, por dez estudantes. Posteriormente, a análise e triangulação de conteúdos foram realizadas com o apoio do Software Nvivo. O estudo revelou que o ensino remoto, no Ensino Superior, teve um impacto no reforço da formação de professores e estudantes, quanto à utilização de novas tecnologias e à mudança das práticas pedagógicas. Além disso, pode contribuir para as reflexões dos pesquisadores, sobre a coleta de dados em linha, na investigação qualitativa.