4 documents found, page 1 of 1
School climate and teachers‘ professional wellbeing in Portugal
Jorge, José Reis; Pacheco, Patrícia; Ferreira, Marco; Barqueira, Ana; Baltazar, IsabelUIDB/04097/2020 UIDP/04097/2020; The study reported in this chapter is part of an Erasmus KA3 project about teachers’ professional wellbeing. The aim of the study is to gain a better understanding of how Portuguese school teachers perceive the contribution of the school climate to their professional wellbeing. For this purpose, we conducted a qualitative interpretive study with a group of 57 Portuguese teachers...
Physical and mental wellbeing, teaching efficacy and school connectedness
Ferreira, Marco; Barqueira, Ana; Reis-Jorge, José; Pacheco, Patrícia; Brito, Rita; Baltazar, IsabelUIDB/04097/2020 UIDP/04097/2020; This article aims to investigate correlations between physical and mental wellbeing, teaching efficacy and school connectedness and to explore the relationship between those dimensions and sociodemographic variables such as age, teaching experience, academic qualifications, education sector, and geographical regions. For this purpose, an online questionnaire was applied to 450 p...
Percepciones de los profesores sobre los desafíos de la educación inclusiva en ...
Ferreira, Marco; Olcina-Sempere, Gustau; Jorge, José ReisUIDB/04097/2020 UIDP/04097/2020; Este estudio tiene como objetivo conocer las concepciones y las prácticas de los profesores, de 5.º a 9.º grado de escolaridad, sobre la inclusión de los alumnos con necesidades especiales. Es un estudio exploratorio, cualitativo, realizado en Portugal con 21 profesores, cuyos datos se obtuvieron mediante entrevistas semiestructuradas. La mayoría de los participantes mostraron a...
Implementation of the legal framework for inclusive education in Portugal (Decr...
Ferreira, Marco; Reis-Jorge, JoséUIDB/04097/2020 UIDP/04097/2020; Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary scho...