1 resultado para Primary Years Programme (PYP)
em Instituto Politécnico de Santarém
Filtro por publicador
- ABACUS. Repositorio de Producción Científica - Universidad Europea (1)
- Aberystwyth University Repository - Reino Unido (1)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Research Repository at Institute of Developing Economies (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (2)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Aquatic Commons (9)
- Archimer: Archive de l'Institut francais de recherche pour l'exploitation de la mer (2)
- Archive of European Integration (14)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (36)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (21)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (4)
- Bioline International (6)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (71)
- Brock University, Canada (3)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- Cambridge University Engineering Department Publications Database (1)
- CentAUR: Central Archive University of Reading - UK (23)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (4)
- Cochin University of Science & Technology (CUSAT), India (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (14)
- CORA - Cork Open Research Archive - University College Cork - Ireland (19)
- Dalarna University College Electronic Archive (3)
- Deakin Research Online - Australia (145)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (2)
- Digital Commons at Florida International University (8)
- Digital Peer Publishing (1)
- Digital Repository at Iowa State University (1)
- DigitalCommons@The Texas Medical Center (5)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (1)
- Duke University (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (2)
- Escola Superior de Educação de Paula Frassinetti (1)
- Glasgow Theses Service (2)
- Helda - Digital Repository of University of Helsinki (15)
- Indian Institute of Science - Bangalore - Índia (2)
- Institute of Public Health in Ireland, Ireland (1)
- Instituto Nacional de Saúde de Portugal (3)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (2)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (9)
- National Center for Biotechnology Information - NCBI (6)
- Nottingham eTheses (1)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (6)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- Publishing Network for Geoscientific & Environmental Data (40)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (99)
- Queensland University of Technology - ePrints Archive (115)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositorio de la Universidad de Cuenca (1)
- Repositório Digital da UNIVERSIDADE DA MADEIRA - Portugal (1)
- Repositório do Centro Hospitalar de Lisboa Central, EPE - Centro Hospitalar de Lisboa Central, EPE, Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (4)
- Repositorio Institucional de la Universidad de Málaga (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (35)
- Research Open Access Repository of the University of East London. (2)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (3)
- Scielo España (2)
- Scientific Open-access Literature Archive and Repository (3)
- Universidad de Alicante (7)
- Universidad del Rosario, Colombia (9)
- Universidad Politécnica de Madrid (7)
- Universidade de Lisboa - Repositório Aberto (2)
- Universidade Federal do Pará (3)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (1)
- Université de Lausanne, Switzerland (11)
- Université de Montréal (4)
- Université de Montréal, Canada (30)
- University of Michigan (4)
- University of Queensland eSpace - Australia (27)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
The purpose of this study was to investigate how an in-service programme influenced primary teachers’ conceptions about practical work. Ten elementary teachers participated in a Portuguese city in an one-year professional development programme, which aimed to promote the use of practical activities in classroom. Semi-structured interviews and classroom observations were both used to examine changes in teachers’ conceptions about science teaching and in their classroom pratices. Data also included written artefacts, such as teachers’ written reflections, lesson plans, activity sheets, assessment items and student work samples. Based on the analysis of the data, the changes in teachers’ conceptions were organized into four categories: student and learning, teacher and teaching, science teaching, and teaching context. Throughout their participation in the programme, teachers pointed out several constraints related to planning and implementing practical activities. Results indicate that most teachers were able to overcome their initial difficulties and progressively gained more confidence in using student-centered pratices. However, one year after the end of the programme, teachers reported that their actual practices did not changed significantly, particularly with regard to inquiry-based practical and collaborative activities, which remained absent or rare. Implications for professional development and further research are discussed.