Ensino da leitura no 1.º ciclo do ensino básico: Crenças, conhecimentos e formação dos professores [Teaching reading in primary school: Beliefs, skills and teaching training]
This book presents the results of a comparative education project that characterizes the profile of American and Portuguese primary school teachers; their beliefs, scientific and pedagogical knowledge and their training. Data collection took place in Portugal and in Connecticut, Colorado and New Jersey and the instruments used were The Teacher Knowledge Survey (TKS) and the Teacher's Self-rating Questionnaire of Knowledge about Reading (TSRQ) (Spear-Swerling, 2005). Content analysis complemented the statistical analysis. Results indicate that Portuguese teachers dedicate less time to motivating students to read and that they seldom engage in reading to their students, whereas American teachers engage in these practices more frequently. Additionally, this study indicate that Portuguese teachers have very limited knowledge about phonological awareness and of the specificities of the orthographic code.
LOPES Joao;
OLIVEIRA Célia;
SPEAR-SWERLING Louise;
VELASQUEZ Maria;
ALMEIDA Leandro;
DE SOUSA LOBO BORGES DE ARAUJO Luisa;
2014-11-28
Fundação Francisco Manuel dos Santos
JRC92369
978-989-8662-49-1,
https://publications.jrc.ec.europa.eu/repository/handle/JRC92369,
Additional supporting files
| File name | Description | File type | |
|---|
