RCAAP Repository

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Considering the changes that technological evolution has provoked in the education system and the fact that Information and Communication Technologies (ICT) cannot be dissociated from the pedagogical practices adopted with blind or visual impaired students, for the study and understanding of this reality, it is essential to assess the opinion of the professionals who work daily in the educational process of these students with special needs. This research, predominantly quantitative, intends to analyze the teacher’s perceptions, who teach blind or visually impaired students of 2nd and 3rd cycles of primary and secondary education in the reference schools for the education of blind or visual impaired students, in mainland Portugal, of their knowledge, teaching and training in this area of ICT. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and applications specific to the area of visual impairment and blindness, and a very significant number of teachers ignoring many of these. Another finding is that the lack of specific training is considered the main obstacle for teachers, with regard to a real integration of ICT in the teaching and learning of these students.

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Reflective practices have been referred important, since last century, within teachers’ training success and teachers’ effective pedagogical action as much as they contribute to teachers’ professional development and institutional improvement. Such importance has been contributing to theory – practice relationship. Within teachers’ training contexts, this concept has different shapes as it depends of trainees and training processes’ internationalities. Reflective practices imply awareness and a critical attitude that requires an epistemological perspective. If this is not a priority, reflection risks to be superficial, as literature review shows. Within this paper, a multidisciplinary peer observation model conducted with basic and secondary teachers is evaluated. The objective is to assess the reflective potential it allows. Reports made by teachers following a multidisciplinary peer observation program were used as main data. The analysis allows concluding that model improves teachers’ self- reflection as an effect of observing process. Furthermore it is related with teachers’ community enhancement as they evolve with their peers.

In this paper we present a col-lection of the classroom observations instruments developed in the context of teacher continuous training in SAME/UCP schools. During the formations sessions, we challenge teachers to produce forms of registration to support the observation of the practices within the classroom. The result of this task is a significant number of instruments forms that schools can use in the most interesting and useful ways. This text is a reflexive moment about the importance of the existence of the registration instruments where we also congregate a few of those works, organized as memories for the future, available for collaborative reflections on observation teaching practices and about the way that we – as teachers – want to build the school we want.

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This article aims to highlight the importance of mediation in schools for students at risk for behavioral or disciplinary issues. Managing disciplinary problems and involving students in handling conflicts is an essential and enduring goal for the full exercise of the school’s mission – educate autonomous and responsible people. Methodologically, we follow the qualitative paradigm, focused on document analysis and reflection to action. Following the literature review, we realized that at present, mediation practices tend to align with theoretical currents of linear nature, transformative and/or circular narrative. In this case, our reflection falls on the mediation of linear type, in the line of the Harvard model, for it favors and facilitates dialogue and commitment between the parts. Educating for truth and hope requires positive attitudes and understanding, as well as continued intergenerational dialogue. Step by step, the mediation conquers space to the rationale of “combat risk situations” and adopts the solution is beneficial for both persons.

This article problematises the evaluation of schools, specifically the self-assessment, explaining concepts and perspectives and making known a self-assessment implementation process in a grouping schools. The approach is founded in the concept of self-assessment as improvement process that enables the school to learn with herself and values a concept of self-assessment as part of a school effective gradual improvement cycle. It’s concluded that the training under-taken by the self-assessment team, in the context of laying the foundations for the implementation of self-assessment, it favored understanding self-assessment as a continuous and systematic process improvement sustained on a school effective gradual improvement cycle, it promoted the appropriation of a engagement and shared responsibility logic and to the elaboration of the grouping schools self-assessment model.

The focus and the object of this qualitative research, carried out under the Post-Doctoral project in Educational Sciences, currently underway at the Faculty of Education and Psychology (FEP), the Portuguese Catholic University, Catholic Porto, entitled “Collaborate to Innovate in Vocational Education “under the super-vision of professor José Matias Alves focus on ways, conditions, models of training-action and practical reflective support to the mediation of external consultancy in Advanced Training in Education (FACE) Vocational Education Enhancement axis, Service Support Education Improvement (SAME). The empirical study, based on multiple studies-to-case advice to schools with vocational education, workshop logic training for change, focused on action, aimed at professional development, organizational learning and ongoing collaborative work, supported by trans-formational leadership, intends to show its impact and transformative effects.

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