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Perceção dos professores portugueses (educação especial) sobre os impactos da sua formação e experiência prática no contexto inclusivo
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Advisor(s)
Abstract(s)
Utilizando uma metodologia mista (estudo exploratório, transversal, descritivo, explicativo e analítico, realizado em 2023), abordámos os impactos da formação e experiência prática dos professores portugueses de educação especial no contexto da educação inclusiva, tendo em conta a legislação em vigor e a diferenciação pedagógica. Aplicámos um inquérito por questionário (amostra de N=72 professores dos 2º e 3º Ciclos do Ensino Básico) e realizámos observação documental, observação não participante e entrevistas semiestruturadas aos responsáveis. Os dados foram submetidos a tratamento estatístico (Qui-quadrado, teste de Fisher) e análise de conteúdo, permitindo a verificação das seguintes questões: analisar a prática pedagógica do "professor inclusivo"; conhecer as opiniões dos professores sobre medidas inclusivas; compreender a profissão docente no âmbito da educação especial para a inclusão e aprendizagens inclusivas; averiguar se a formação e experiência implicam um melhor sucesso nos alunos com necessidades educativas especiais (NEE) e determinar se as medidas implementadas nas escolas promovem a inclusão. Os resultados confirmaram que os professores conhecem o regime jurídico e que a formação (inicial e contínua) é determinante para a implementação de estratégias adequadas.
Abstract: Using a mixed methodology (exploratory, cross-sectional, descriptive, explanatory, and analytical study conducted in 2023), we addressed the impacts of training and practical experience of Portuguese special education teachers in the context of inclusive education, considering current legislation and pedagogical differentiation. A survey questionnaire (sample of N=72 teachers from the 2nd and 3rd Cycles of Basic Education) was applied, along with document analysis, non-participant observation, and semi-structured interviews with the responsible parties. The data were subjected to statistical treatment (Chi-square, Fisher’s test) and content analysis, enabling the verification of the following questions: analyzing the pedagogical practice of the "inclusive teacher"; understanding teachers' opinions on inclusive measures; comprehending the teaching profession within the scope of special education for inclusion and inclusive learning; investigating whether training and experience lead to better success for students with special educational needs (SEN); and determining if the measures implemented in schools promote inclusion. The results confirmed that teachers are familiar with the legal framework and that training (both initial and ongoing) is crucial for the implementation of appropriate strategies.
Abstract: Using a mixed methodology (exploratory, cross-sectional, descriptive, explanatory, and analytical study conducted in 2023), we addressed the impacts of training and practical experience of Portuguese special education teachers in the context of inclusive education, considering current legislation and pedagogical differentiation. A survey questionnaire (sample of N=72 teachers from the 2nd and 3rd Cycles of Basic Education) was applied, along with document analysis, non-participant observation, and semi-structured interviews with the responsible parties. The data were subjected to statistical treatment (Chi-square, Fisher’s test) and content analysis, enabling the verification of the following questions: analyzing the pedagogical practice of the "inclusive teacher"; understanding teachers' opinions on inclusive measures; comprehending the teaching profession within the scope of special education for inclusion and inclusive learning; investigating whether training and experience lead to better success for students with special educational needs (SEN); and determining if the measures implemented in schools promote inclusion. The results confirmed that teachers are familiar with the legal framework and that training (both initial and ongoing) is crucial for the implementation of appropriate strategies.
Description
Keywords
inclusão formação professores diferenciação pedagógica educação especial experiência docente inclusion teacher training pedagogical differentiation special education teaching experience.
Citation
Martins, Ernesto Candeias & Canteiro, Regina Aparecida Felgueiras Caló (2024) - Perceção dos professores portugueses (educação especial) sobre os impactos da sua formação e experiência prática no contexto inclusivo – Revista Crátilo, vol. 17, n. 2: 06-28, jul./dez., pp- 6-28. ISSN 1984-0705. https://revistas.unipam.edu.br/index.php/cratilo
Publisher
Centro Universitário de Patos de Minas