Publicação
Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education
| Resumo: | The international and national literature has shown the importance of organization and management of the classroom to prevent disruptive behaviors, crossing this problem with teacher education. In this sense, the aims of this study are: (i) understand the representations of the student teachers about disruptive behaviors and the pedagogical relationship; (ii) understand the representations of the student teachers about the relational competence and classroom management; (iii) understand the impact of a collaborative and training process, in the development of relational competence and classroom management toward the construction of a preventive attitude face to disruptive behaviors and; (iv) understand the supervision processes involved in the student teachers training. The research focuses on a process of supervision and training with characteristics of action research based on the assumptions of clinical supervision/collaborative. The investigational focus is characterized as a Case Study Holistic, centered on a group of 18 student teachers who formed six groups of three elements, in each group was assumed as a case. The research is divided in five stages: Stage 1 - Negotiation (September 2009); Stage 2 - Diagnosis (October / November 2009) - a questionnaire composed of open questions; Stage 3 – Action planning and development (December 2009 to May 2010) - use of reflective texts, individually and in groups, field notes and questionnaires of closed questions (adapted from Amado & Freire, 2009) applied cyclically, minutes of the reflection meetings, classroom observation grilles, registers critical incidents and audio recordings; Stage 4 - Evaluation / reflection; Step 5 - Follow-up Meeting (May 2011) - Semi-structured interviews. Throughout the process, and by 2014 will be conducted the analysis, data interpretation and theoretical research and production of the text that will lead to the doctoral thesis. References [1] Amado, J. & Freire, I. (2009). A(s) Indisciplinas na Escola - Compreender para Prevenir. Coimbra: Almedina. [2] Tauber, Robert T. (2007). Classroom Management: Sound Theory& Effective Practice. Westport: Praeger Publishers. |
|---|---|
| Autores principais: | Ribeiro, Maria do Céu |
| Outros Autores: | Freire, Isabel |
| Assunto: | Relational competence Supervision context Teacher education |
| Ano: | 2011 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| _version_ | 1867172704693518336 |
|---|---|
| author | Ribeiro, Maria do Céu |
| author2 | Freire, Isabel |
| author2_role | author |
| author_facet | Ribeiro, Maria do Céu Freire, Isabel |
| author_role | author |
| contributor_name_str_mv | Biblioteca Digital do IPB |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Ribeiro, Maria do Céu\",\"Person.identifier.orcid\":\"0000-0002-2616-2716\"},{\"Person.name\":\"Freire, Isabel\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Biblioteca Digital do IPB |
| datacite.creators.creator.creatorName.fl_str_mv | Ribeiro, Maria do Céu Freire, Isabel |
| datacite.date.Accepted.fl_str_mv | 2011-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2014-11-06T10:02:06Z |
| datacite.date.embargoed.fl_str_mv | 2014-11-06T10:02:06Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Relational competence Supervision context Teacher education |
| datacite.titles.title.fl_str_mv | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| dc.contributor.none.fl_str_mv | Biblioteca Digital do IPB |
| dc.creator.none.fl_str_mv | Ribeiro, Maria do Céu Freire, Isabel |
| dc.date.Accepted.fl_str_mv | 2011-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2014-11-06T10:02:06Z |
| dc.date.embargoed.fl_str_mv | 2014-11-06T10:02:06Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10198/11345 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Université de Genéve |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Relational competence Supervision context Teacher education |
| dc.title.fl_str_mv | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_c94f |
| description | The international and national literature has shown the importance of organization and management of the classroom to prevent disruptive behaviors, crossing this problem with teacher education. In this sense, the aims of this study are: (i) understand the representations of the student teachers about disruptive behaviors and the pedagogical relationship; (ii) understand the representations of the student teachers about the relational competence and classroom management; (iii) understand the impact of a collaborative and training process, in the development of relational competence and classroom management toward the construction of a preventive attitude face to disruptive behaviors and; (iv) understand the supervision processes involved in the student teachers training. The research focuses on a process of supervision and training with characteristics of action research based on the assumptions of clinical supervision/collaborative. The investigational focus is characterized as a Case Study Holistic, centered on a group of 18 student teachers who formed six groups of three elements, in each group was assumed as a case. The research is divided in five stages: Stage 1 - Negotiation (September 2009); Stage 2 - Diagnosis (October / November 2009) - a questionnaire composed of open questions; Stage 3 – Action planning and development (December 2009 to May 2010) - use of reflective texts, individually and in groups, field notes and questionnaires of closed questions (adapted from Amado & Freire, 2009) applied cyclically, minutes of the reflection meetings, classroom observation grilles, registers critical incidents and audio recordings; Stage 4 - Evaluation / reflection; Step 5 - Follow-up Meeting (May 2011) - Semi-structured interviews. Throughout the process, and by 2014 will be conducted the analysis, data interpretation and theoretical research and production of the text that will lead to the doctoral thesis. References [1] Amado, J. & Freire, I. (2009). A(s) Indisciplinas na Escola - Compreender para Prevenir. Coimbra: Almedina. [2] Tauber, Robert T. (2007). Classroom Management: Sound Theory& Effective Practice. Westport: Praeger Publishers. |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10198/11345 |
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| institution | Instituto Politécnico de Bragança |
| instname_str | Instituto Politécnico de Bragança |
| language | eng |
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| person_str_mv | Ribeiro, Maria do Céu Ribeiro, Maria do Céu https://www.ciencia-id.pt/9C14-71F7-3F36 9C14-71F7-3F36 http://orcid.org/0000-0002-2616-2716 0000-0002-2616-2716 Freire, Isabel |
| publishDate | 2011 |
| publisher.none.fl_str_mv | Université de Genéve |
| reponame_str | Biblioteca Digital do IPB |
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| spelling | engUniversité de GenéveporThe international and national literature has shown the importance of organization and management of the classroom to prevent disruptive behaviors, crossing this problem with teacher education. In this sense, the aims of this study are: (i) understand the representations of the student teachers about disruptive behaviors and the pedagogical relationship; (ii) understand the representations of the student teachers about the relational competence and classroom management; (iii) understand the impact of a collaborative and training process, in the development of relational competence and classroom management toward the construction of a preventive attitude face to disruptive behaviors and; (iv) understand the supervision processes involved in the student teachers training. The research focuses on a process of supervision and training with characteristics of action research based on the assumptions of clinical supervision/collaborative. The investigational focus is characterized as a Case Study Holistic, centered on a group of 18 student teachers who formed six groups of three elements, in each group was assumed as a case. The research is divided in five stages: Stage 1 - Negotiation (September 2009); Stage 2 - Diagnosis (October / November 2009) - a questionnaire composed of open questions; Stage 3 – Action planning and development (December 2009 to May 2010) - use of reflective texts, individually and in groups, field notes and questionnaires of closed questions (adapted from Amado & Freire, 2009) applied cyclically, minutes of the reflection meetings, classroom observation grilles, registers critical incidents and audio recordings; Stage 4 - Evaluation / reflection; Step 5 - Follow-up Meeting (May 2011) - Semi-structured interviews. Throughout the process, and by 2014 will be conducted the analysis, data interpretation and theoretical research and production of the text that will lead to the doctoral thesis. References [1] Amado, J. & Freire, I. (2009). A(s) Indisciplinas na Escola - Compreender para Prevenir. Coimbra: Almedina. [2] Tauber, Robert T. (2007). Classroom Management: Sound Theory& Effective Practice. Westport: Praeger Publishers.application/pdfporPresentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher educationPersonalRibeiro, Maria do CéuDSpacehttp://dspace.org/items/8453a614-3184-4113-b217-a4cb9b198d40DSpacehttp://dspace.org/items/8453a614-3184-4113-b217-a4cb9b198d40RibeiroMaria do CéuCiência IDhttps://www.ciencia-id.pt9C14-71F7-3F36ORCIDhttp://orcid.org0000-0002-2616-2716Freire, IsabelHostingInstitutionOrganizationalBiblioteca Digital do IPBe-mailmailto:dspace@ipb.ptdspace@ipb.ptISBNIsPartOf2-940386-18-89782014-11-06T10:02:06Z20112011-01-01T00:00:00ZHandlehttp://hdl.handle.net/10198/11345http://purl.org/coar/access_right/c_abf2open accessRelational competenceSupervision contextTeacher education5681668 bytesother research producthttp://purl.org/coar/resource_type/c_c94fconference objecthttp://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://bibliotecadigital.ipb.pt/bitstreams/6a4d8911-eb4a-45c0-a2bd-a8864812560e/downloadESA 10th Conference Social Relations in Turbulent Times235235Genebra |
| spellingShingle | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education Ribeiro, Maria do Céu Relational competence Supervision context Teacher education |
| status | SINGLETON |
| subject.fl_str_mv | Relational competence Supervision context Teacher education |
| title | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| title_full | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| title_fullStr | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| title_full_unstemmed | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| title_short | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| title_sort | Presentation of the research project: development of relational competence and management classroom in contexts of supervision: the contribution of teacher education |
| topic | Relational competence Supervision context Teacher education |
| topic_facet | Relational competence Supervision context Teacher education |
| url | http://hdl.handle.net/10198/11345 |
| visible | 1 |