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(In)disciplina na Sala de Aula - Perspetivas de Professores do 1º Ciclo do Ensino Básico
| Resumo: | With the increasing massification of schools, economic and social changes, there has been na increase in undisciplined behaviors (Estrela, 2002). Indiscipline behaviors have a negative impact on teachers, causing discomfort, frustration, incompetence and stress (Carita and Fernandes, 1997; Estrela in Caldeira, 2007; Picado, 2009) and also on students, in the way they interact and how they learn. The indiscipline issues in the classroom are not new, but with the increase of these behaviors, doubts arise in the teachers as to the most appropriate strategies to adopt, in order to solve the problem without compromising the academic success of the students who integrate the class. To understand how we can prevent and act in episodes of indiscipline, we can across our research problem: What are the perspectives of teachers about disruptive behaviors and what strategies should they take to counteract them? A qualitative study was carried out, with the following objectives: to understand the conception of teachers, which they consider to be indiscipline; to understand what are the possible causes related to the phenomenon of indiscipline; understand, from the teacher’s perspective, the most appropriate preventive and action measures; know the strategies used by teachers in the prevention/action of indiscipline. The study was carried out in a private institution, in the Lisbon area. In order to achieve the objectives, we used semi-directive interviews with professors in charge of the class, bringing together the aspects that interested us. |
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| Autores: | Freitas, Ana |
| Assunto: | (in)disciplina na sala de aula, comportamentos de indisciplina, causas da indisciplina, estratégias de atuação; estratégias de prevenção (in)discipline in the classroom, indiscipline behaviors, causes of indiscipline; performance strategies; prevention strategies |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Identificadores: | ID: 202636577 |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Código do projeto financiado: | 202636577 |
| Idioma: | português |
| Origem: | Repositório Comum |
| Resumo: | With the increasing massification of schools, economic and social changes, there has been na increase in undisciplined behaviors (Estrela, 2002). Indiscipline behaviors have a negative impact on teachers, causing discomfort, frustration, incompetence and stress (Carita and Fernandes, 1997; Estrela in Caldeira, 2007; Picado, 2009) and also on students, in the way they interact and how they learn. The indiscipline issues in the classroom are not new, but with the increase of these behaviors, doubts arise in the teachers as to the most appropriate strategies to adopt, in order to solve the problem without compromising the academic success of the students who integrate the class. To understand how we can prevent and act in episodes of indiscipline, we can across our research problem: What are the perspectives of teachers about disruptive behaviors and what strategies should they take to counteract them? A qualitative study was carried out, with the following objectives: to understand the conception of teachers, which they consider to be indiscipline; to understand what are the possible causes related to the phenomenon of indiscipline; understand, from the teacher’s perspective, the most appropriate preventive and action measures; know the strategies used by teachers in the prevention/action of indiscipline. The study was carried out in a private institution, in the Lisbon area. In order to achieve the objectives, we used semi-directive interviews with professors in charge of the class, bringing together the aspects that interested us. |
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