Publicação
Representações dos alunos acerca dos comportamentos de cidadania/profissionalidade docente, ao longo da adolescência
| Resumo: | This study aimed to analyse the relationship between pupils’ representations of teachers citizenship behaviours / professionality (CPD) and school years, taking into consideration the nationality of the pupils’ family background (Portuguese versus immigrants). The school variables were the pupils’ school year (7th, 9th and 11th grades)and their academic achievement. The sample consisted of 318 subjects from families with different nationalities, attending schools in Greater Lisbon, and of both sexes. The evaluation instrument used was the “Pupils’ representations of teacher’s professionality behavior scale” (ERA-CPD), which, besides including the dimensions of a questionnaire by Rego et al. (1999, 2003), — participation, practical orientation, awareness and courtesy —also contains new dimensions, namely interpersonality and management of rules, with previously studied psychometric qualities (Veiga et al., in press). In some of the observed situations, the analysis of the results showed significant differences in the ERA-CPD dimensions, according to the independent variables; such differences benefited to best classified groups. There was also an interaction effect between the school year variable and that of nationality. Finally results are discussed and compared to other investigations, suggesting the need for further research that comprises other personal, school and family variables. |
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| Autores principais: | Veiga, Feliciano Henriques |
| Outros Autores: | Melim, Ana Cristina |
| Assunto: | Teachers’ citizenship behaviour Teachers’ professionality-related behaviour Immigration Adolescence Comportamentos de cidadania docente Comportamentos de profissionalidade docente |
| Ano: | 2005 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This study aimed to analyse the relationship between pupils’ representations of teachers citizenship behaviours / professionality (CPD) and school years, taking into consideration the nationality of the pupils’ family background (Portuguese versus immigrants). The school variables were the pupils’ school year (7th, 9th and 11th grades)and their academic achievement. The sample consisted of 318 subjects from families with different nationalities, attending schools in Greater Lisbon, and of both sexes. The evaluation instrument used was the “Pupils’ representations of teacher’s professionality behavior scale” (ERA-CPD), which, besides including the dimensions of a questionnaire by Rego et al. (1999, 2003), — participation, practical orientation, awareness and courtesy —also contains new dimensions, namely interpersonality and management of rules, with previously studied psychometric qualities (Veiga et al., in press). In some of the observed situations, the analysis of the results showed significant differences in the ERA-CPD dimensions, according to the independent variables; such differences benefited to best classified groups. There was also an interaction effect between the school year variable and that of nationality. Finally results are discussed and compared to other investigations, suggesting the need for further research that comprises other personal, school and family variables. |
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