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- Stepping up from an experienced teacher to a lesson study facilitatorPublication . Gomes, Paula; Martins, Micaela; Quaresma, Marisa; Rodrigues, Bruna; Ponte, João Pedro daIn this paper, we aim to understand how an experienced teacher, Vanda, who had already participated in two LS, has an initial experience as a lesson study facilitator. She was challenged to facilitate LS by a more experienced facilitator, who was alongside with her all the LS sessions. The two facilitators worked collaboratively to prepare the LS. Data collection included participant observation, with audio recordings of the preparation and LS sessions, and audio recordings of semistructured interviews before and after the LS and included document collection. The results show how the dimensions of resources, orientations, goals and identity (ROGI framework) interplay in framing Vanda's concerns and practices as a novice facilitator.
- Necessary skills and knowledge and challenges of the mathematics lesson study facilitator: aliterature reviewPublication . Quaresma, Marisa; Martins, Micaela; Gomes, Paula; Rodrigues, Bruna; Ponte, João Pedro daIn lesson studies carried out in Western countries, a key role is played by the facilitator, who organizes and leads the entire process. Despite the contributions regarding this issue provided in the literature, the knowledge about the preparation that facilitators need and the challenges that they face in their activity is still fragmented. Thus, the aim of this communication is to present a systematic literature review on the role of the facilitator in lesson studies in mathematics, identifying and synthesizing the necessary skills and knowledge and the challenges faced by facilitators and suggesting directions for future research.
- Exploring pre-service primary teachers’ pedagogical content knowledge of interdisciplinarity in science and mathematicsPublication . Ferreira, Sílvia; Simões, Helena; Delgado, Catarina; Mendes, FátimaThis study examines the pedagogical content knowledge (PCK) of pre-service primary teachers enrolled in a two-year master's program in Primary Education (1st to 6th grades) with a specialization in Mathematics and Sciences. The primary objective is to investigate changes in their PCK regarding interdisciplinarity in science and mathematics following participation in a lesson study. This paper corresponds to an exploratory phase of the study, focusing on the analysis of PCK prior to the implementation of the lesson study. Data was collected through an open-ended questionnaire administered before the lesson study. This questionnaire aimed to capture the specificity of pre-service teachers’ understanding of interdisciplinarity by exploring their knowledge and examples of activities that promote the integration of these two areas. Preliminary results indicate that initially, the pre-service teachers possessed a limited perspective on interdisciplinarity, characterized by uneven connections between science and mathematics. There was a significant emphasis on content, primarily focusing on knowledge to be explored interdisciplinarily, with less attention given to skills and attitudes. Mathematics was predominantly integrated through data processing within sciences activities. Furthermore, only a few participants viewed interdisciplinarity as a meaningful integration, where both disciplines collaborate to support one another, thereby enabling unique learning experiences.
- O estudo de aula como processo formativo de futuros/as professores/asPublication . Delgado, Catarina; Mendes, FátimaEsta comunicação tem como propósito apresentar uma prática pedagógica desenvolvida no âmbito da formação inicial de professores do ensino básico, que se baseou na realização de um estudo de aula, enquanto processo formativo, com vista ao aprofundamento do desenvolvimento do conhecimento pedagógico do conteúdo (PCK) dos/das futuros/as professores/as. Esta prática envolveu docentes e futuros professores num trabalho colaborativo de planificação, observação e reflexão sobre as aulas planificadas (designadas por aulas de investigação). A análise dos dados recolhidos evidencia que as diferentes etapas do estudo de aula contribuíram para o aprofundamento do PCK dos/das futuros/as professores/as, no que respeita à antecipação das dificuldades dos alunos e de estratégias de resolução; às ações do professor para auxiliar os alunos a ultrapassar as dificuldades, ao uso de estratégias de ensino associadas a uma abordagem exploratória e aos modos de preparar e orientar uma discussão coletiva. Além disso foram identificados alguns desafios inerentes a todo o processo formativo e sobre os quais é necessário refletir no sentido de os ultrapassar nos estudos de aula a realizar futuramente.
- Educating for safety at school: accident prevention and action in case of burnsPublication . Colaço, Gabriela; Simões, Helena Maria Espada; Lucena, Aldina; Freitas, JoséAccording to the Portuguese General Directorate of Health, accidents are the fourth most common cause of death in Europe. Among these are burns, for which children are a particularly vulnerable group. In the EU, burns are the 4th leading cause of accidental death in children. In addition to consequences on morbidity and mortality, burns influence quality of life, with physical, emotional and mental consequences The majority of burns happen at home and 90% are preventable. The school plays an important role in improving the student’s health and life quality, responding to problems in society and preparing new generations for responsible citizenship. It is up to the school to promote the adoption of safety behaviors, prevention, and adequate risk management. The SOS Fire project (2019-22) was a co-funded ERASMUS + project aiming to create awareness among school children, teachers and families about the risks caused by fire, its prevention, and the most important measures to put in place in case of emergency. In the early stages of the project, a survey (71 respondents) and a focus group (9) showed that teachers had a low level of literacy regarding fire and burn prevention, although they considered it to be a very important issue. Additionally, they felt there are few didactic materials available, and they rarely cover these topics, although they acknowledge the important role the school has in education for risk and accident prevention. Therefore, a training workshop with a workload of 50h was designed to empower teachers to act, make decisions, improve their skills on Education for safety and risk prevention. This paper addresses the pilot training in Portugal, its design, implementation, results and conclusions. The results suggest that there is a clear need to empower teacher with tools and methodologies to address the education for risk and prevention of fire and burn, teachers fully understand the importance of the issue and are highly motivated to tackle it and those are the key ingredients for promoting effective changes.
- Atividades, estratégias e aprendizagens na educação em ciências em tempos de restrições ao ensino presencialPublication . Silva, Maria João; Cevadas, Bento; Linhares, Elisabete; Simões, Helena Maria Espada; Ferreira, Sílvia
- Problematizar local, pensar global: diálogos curriculares com o patrimónioPublication . Henriques, Raquel; Ferreira, Sílvia; Gomes, Susana P.
- Conceções de futuros professores sobre biodiversidade: implicações para o ensino das ciênciasPublication . Ferreira, Sílvia; Simões, Helena Maria Espada
- O trabalho prático no 1.º ciclo do ensino básico português: estudo de processos de recontextualização entre currículos e manuais escolaresPublication . Ferreira, Sílvia; Saraiva, Maria Leonor da Graça
- Exercise training in the spectrum of breast cancerPublication . Figueira, Ana; Pereira, A; Leitão, Luís; Ferreira, Rita; Duarte, José AlbertoExercise training and regular physical activity have been mentioned as one of the non-pharmacological approaches to enhance breast cancer outcomes. Such evidence encourages health professionals to recommend it as an adjuvant in treatment conditions to improve cardiorespiratory fitness that, can increase the rate of completion of pharmacologic therapies, reduce cancer-related fatigue, and improve muscle strength and quality of life. Research results have highlighted a positive relationship between exercise and breast tumor outcomes, that seem to be dose dependent (the more activity the more protection) and can be mediated through several biological mechanisms. In this chapter, we intend to summarize the current knowledge about the effects of exercise in the regulation of metabolic and steroid hormones, tumor-related inflammation, and the attenuation of cancer-induced muscle wasting, highlighting the exercise designs that can prompt the best results.