Teaching Of Portuguese Research Articles

Sociodemographic Teaching Variables with a Possible Impact on Educational Inclusion for Students with Giftedness in Portugal

This study explored the importance of ongoing, specialized training for Portuguese teachers about supporting gifted students in the context of inclusive education. This study was carried out with a sample of 863 school teachers in Portugal, using a questionnaire structured in four dimensions: conceptualization, legislation, identification and intervention. Female teachers demonstrated significantly greater knowledge and training across all dimensions. Similarly, teachers in urban schools had better results than those in rural areas, highlighting the need for greater support and resources for the latter. The findings of this study underline the urgency of reinforcing initial and ongoing teacher training to ensure that all students, regardless of their abilities, receive an education that meets their specific needs. The results also suggest that although Portuguese legislation is solid, it lacks more detailed guidelines that can effectively guide educational practices with these students. Greater commitment to teacher training, accompanied by consistent institutional support, is fundamental for promoting inclusive education that appreciates each student’s diversity and potential.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Teacher Well-Being Under Threat: The Consequences of Workplace Bullying from Preschool to Higher Education

Workplace bullying can be defined as the repeated occurrence of aggressive behaviour by one or more persons in a position of power towards the victim. This phenomenon remains insufficiently researched among education professionals, especially between different levels of education. With this in mind, the present study aims to assess and characterise this phenomenon in the Portuguese teacher population, as well as its consequences. A digital questionnaire was used for the study, which includes a socio-demographic component and two scales, namely the LIPT-60 scale and the WBMMS scale. The questionnaire was published online and made accessible to all teachers employed in schools in Portugal. The final sample consisted of 2003 teachers. The obtained results revealed that 22.5% of the sample acknowledged experiencing workplace bullying. The most prevalent aggressive behaviours included communication blockage and defamation and disregard for work. Vertical descent emerged as the most common form of bullying. More than half of the victims reported experiencing health issues, with a quarter of them requiring a medical certificate. Finally, we would like to emphasize the significance of this study as an initial step towards the prevention and reduction of workplace bullying among Portuguese teachers.

Research Methodology Courses in Advanced Studies in Education: Trends from the Portuguese Case

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project.

ALFABETIZAÇÃO MIDIÁTICA E FAKE NEWS: DESAFIOS E ESTRATÉGIAS NO ENSINO DE PORTUGUÊS PARA A FORMAÇÃO DE ALUNOS CRÍTICOS

In the current context, media literacy has emerged as an essential skill for the formation of critical and well-informed citizens. This article addresses the importance of integrating this skill into the school curriculum, especially in the teaching of Portuguese. Initially, the challenges faced by educators when dealing with the vast amount of information available and the proliferation of fake news are presented. The lack of criteria for assessing the veracity of information and the influence of social networks make students vulnerable to misinformation, highlighting the urgent need for effective media education. The article then explores various didactic strategies that can be implemented in Portuguese teaching to combat disinformation. These include developing critical thinking, analyzing information sources and encouraging the production of responsible digital content. Practical activities such as news debates, fact-checking and school media projects are suggested to engage students in an active and meaningful way. Finally, the formation of critical learners as a central objective of contemporary education is discussed. Media literacy is presented not only as a complement to traditional Portuguese teaching, but as an integral component that prepares students to face the challenges of the digital age. The article concludes that by enabling students to recognize and question false information, schools play a fundamental role in promoting a more critical and informed society.

Translingual crossings: an enactive-performative approach to a pedagogical guide for the teaching of Portuguese as a welcoming language to children

ABSTRACT This article revisits the jongo activity ‘Pisei na Pedra’ (2014) integrated into the Nossa Casinha guide (Martins & Sala, 2022) for teaching Portuguese to migrant children. Jongo is seen as an Afro-Brazilian form of expression, encompassing chants, drumming, collective dance, and spirituality (Rufino, 2014, 2023). The connection between this assembly (Pennycook, 2018) and an enactive-performative pedagogy, uniting biological and aesthetic aspects of poetic languages (Aden & Eschenauer, 2020; Maturana & Varela, 1987; Lecoq, 1997, cited in Aden & Eschenauer, 2020), forms a translingual framework. This allows jongo to be understood as an Afro-diasporic expression in anti-racist education. This perspective also affirms the aesthetic, emergent, experiential, embodied, and transformative nature of jongo as a decolonial practice. By challenging the conservative approach of language activities favoring compartmentalization, assimilation, and monolingualism, the translingual framework promotes transformative education in Portuguese as an additional language. It embraces complexity, relationality, and affectivity as integral to our experiences in linguistic education.

Psychological Health and Life Satisfaction of Portuguese Teachers

Psychological Health and Life Satisfaction of Portuguese Teachers

Portuguese teaching as an additional language in Guinea-Bissau: a view from reading and writing activities

A escolha do português como a língua oficial e, consequentemente, a língua do trabalho e da escolarização se tornou um dos assuntos mais debatido no contexto guineense, porque não é a língua diária e, muito menos, a língua materna da maioria dos alunos que chegam à escola, o que significa que é apenas uma língua que os alunos aprendem por adição, ou seja, uma língua adicional para muitos dos alunos guineenses. É, neste sentido, que, nesta discussão, buscamos analisar o ensino de português como língua adicional a partir das atividades de leitura e escrita dos materiais didáticos Histórias dos avós usados para as aulas de português dos alunos de 4ª série do Ensino Fundamental das escolas guineenses. Para isso, fizemos uma pesquisa documental, com abordagem qualitativa, buscando fundamentar as discussões nos escritos de XXXXXXX (2021) Leffa e Irala (2014) e Antunes (2003). A partir das análises das atividades de leitura e escrita dos materiais didáticos, percebemos que o ensino da língua portuguesa como língua adicional no contexto guineense ainda está baseado na perspectiva tradicional e mecanicista, não proporcionando, ao aluno guineense, as atividades que lhes permitem desenvolver a competência linguística, assim como a comunicativa.

BRAZILIAN TEACHERS OF PORTUGUESE AS A FOREIGN PERCEIVE THEMSELVES AS LESS PREPARED TO TEACH GRAMMAR THAN THEIR EUROPEAN COUNTERPARTS

<p>Brazilian teachers profess to enjoy teaching and studying grammar and rank the importance of explicit grammar instruction similarly to their European counterparts or teachers from other nationalities. However, Brazilian teachers differ from other instructors when it comes to their perception of their own preparedness to teach grammar. They consistently rank themselves below their peers when it comes to evaluating their background formation, and their ability to find grammatical information when they don’t know it. They also rate the didactical materials at their disposal as less adequate than both foreign and Portuguese teachers do. This may be explained by the academic culture in Brazilian universities, especially when it comes to educating new teachers. There has been a consistent dismissal of the importance of grammar in Brazilian Applied Linguistic fields and the results of this survey may indicate that teachers could benefit and acquire security from a more comprehensive formational process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0257/a.php" alt="Hit counter" /></p>

Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers

AbstractThis study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self‐efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers‐related variables (e.g., teachers' self‐efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.

Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities

Abstract: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on deep and surface culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same textbook, which splits its linguistic and cultural instruction between Brazil and Portugal, and often presents limited views of other Portuguese-speaking countries. Two programs replace Portugal for Brazil as the core linguistic and cultural content of their course, which may suggest a shift away from colonialism, but towards economic power. The remaining materials adopted by two programs, however, promote the pluricentricity of Portuguese and delve into issues beyond surface-level celebrations of culture or the dissemination of factual information about minority Portuguesespeaking countries. Their materials expose the power imbalances between all Portuguese-speaking countries and give learners the opportunity to hear from the subalterns. Findings show a shortage of Portuguese-oriented materials as well as resources for decolonial language teaching. To help address this shortage, intervention ideas for educators planning to promote decolonial thinking in the Portuguese classroom are proposed.

Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers

The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors.

"Burnout and Work-Family Conflict in Portuguese Teachers"

"Burnout and Work-Family Conflict in Portuguese Teachers"

Job demands and resources as predictors of well-being in portuguese teachers

ABSTRACT This cross-sectional study sought to investigate job demands and resources as predictors of teacher well-being. Participants were 319 portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analysed through confirmatory factorial analysis, structural equation modelling and mediation analysis. Main findings revealed that job demand variables are negative predictors of teacher well-being, whereas job resources variables predict positively teacher well-being. Additionally, the results showed two indirect mediation effects: job resources buffered the job demands and well-being relationship. In particular, support from colleagues and autonomy were identified as the main mediators of the relation between job demands and teacher well-being. Overall, the main results are consistent with the Job Demands-Resources model and contribute to the understanding of interplay between job resources and demands and their influence over teacher well-being.

Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers

ObjectivesIn recent years, there has been an increasing interest in scientific research examining the impact of mindfulness on teacher well-being and its implications for education. Thus, it is vital to have psychometrically robust measures suitable for educational settings. The current study aimed to validate a Portuguese version of the Mindfulness in Teaching Scale (MTS-PT).MethodThe MTS-PT was administered to a sample of teachers (n = 863), along with self-report measures and indicators of teacher well-being: job satisfaction, positive and negative affect, loneliness and positive solitude, self-compassion, and dispositional mindfulness. We examined the MTS-PT factorial validity, the reliability of its facets, convergent and divergent validity, factorial invariance, and assessed mean differences of its scores across teachers’ sociodemographic characteristics.ResultsConfirmatory Factor Analysis supported the original 2-related-factor structure of the MTS distinguishing Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. This model was invariant across sex, teaching years and educational levels taught by the participating teachers. Inferential tests revealed that more experienced teachers reported higher levels of intrapersonal mindfulness while elementary school teachers reported higher levels of interpersonal mindfulness. Reliability values were adequate to good in both dimensions. The MTS-PT subscales correlated positively with teacher well-being indicators, and inversely with negative affect and loneliness.ConclusionsOverall, findings support the psychometric adequacy of the MTS-PT, suggesting that it is a reliable and valid self-report measure of teachers’ mindfulness. This instrument can bring relevant insights about teachers’ mindfulness facets and provide useful indications for the development and assessment of mindfulness-based interventions for teachers.

As Semelhanças e Diferenças Semânticas: Uma Análise contrastiva do Futuro Simples em Português Europeu e o advérbio temporal “jiang” em Chinês

This study aims to describe the semantic properties that characterize the Future Simple tense in European Portuguese, considering its complex nature, which encompasses both modal and temporal aspects. In contrast, in the Chinese language, there is not the same compatibility between the use of morphological tense and interphrasal communication. In this regard, we propose to conduct a contrastive analysis with its counterpart in Chinese, the temporal adverb "jiāng" based on corpus comparison, to identify possible convergences and discrepancies, weighting the hypothesis of potential changes in its linguistic behavior. This study contributes to the understanding of semantic nuances between the two languages and to improve the teaching and learning of Portuguese and Chinese.

The Dilemma of Portuguese Teachers’ Development in Chinese Universities under the Background of OBE Model

The Dilemma of Portuguese Teachers’ Development in Chinese Universities under the Background of OBE Model

Online Teaching During Pandemic In Portugal: University Teachers' Perspective And Consequences

The COVID-19 pandemic has become a critical challenge for the higher education sector worldwide. Under such a circumstance, the exploration of the capacity of this sector to adapt to such a state of uncertainty has become more of huge importance. In this investigation, we critically reflect on the Portuguese teaching experience during the early COVID-19 lockdown in this country. This is an exploratory study based on a qualitative approach with an aim to reflect about new practices of teaching under a pandemic emergency. Based on the teaching experience in Portugal, we explore the evaluation process conducted throughout the pandemic period in Portugal, namely, the perspectives that teachers have about the online learning method, the challenges arising from online teaching, and, in fact, what evaluation methods were used during the pandemic period, and related implications.

Professional learning in moments of whole-class discussion in a lesson study

This article aims to present 1st cycle of basic education Portuguese teachers’ learning of teaching pupils between 6 and 7 years of age, when they plan, lead and reflect on the moment of whole-class discussion, during a lesson study in mathematics. It is a qualitative research, and data collection was carried out by non-participant observation with the elaboration of a logbook and audio and video recording of sessions. The results show that, when planning the whole-class discussion, the teachers became aware of the importance of planning teaching in detail, paying attention to the objectives that are intended to achieve and the role of the teacher in the whole-class discussion. When they conducted and reflected on the discussion, the teachers understood the need to act during the undertaking of the task, in order to support pupils in terms of mathematical language so that they could better communicate their reasoning to their colleagues.

Portuguese as a Welcoming Language

The present study dealt with the teaching of Portuguese as a Welcoming Language (hereinafter PWL, or PLAc in portuguese), showing results regarding the need for public policies on contemporary migrations. One of the developments about this environment, which was (and still has been) created by researchers around this discussion, involves the experience with the extension project entitled “Program for teaching-learning Portuguese as a Welcoming Language (PWL)”, which we describe below. The objective of this work was to share some reflections on the pedagogical practice of teaching and learning PWL in a multicultural and plurilingual context. To do so we brought, to dialogue with us, Acosta-Pereira (2018), Agier (2006), Cabete (2010), Cortez (2018), Gonçalves (2019), Grosso (2017), hooks (2017), Kramsch (2014), Sachet (2017) and Wamser and Rezende (2014). Reflections on the results obtained in this work can contribute to the initial training of teachers of Modern Languages and researchers in education, especially in the didactic and methodological elaboration that meet the needs of socioeconomic and cultural changes, impacted by this mobility.