From conceptions to practices of pedagogical differentiation in basic education

• Ana Silva ^[1] ; Conceição Pereira ^[1]
  1. [1] Lisbon Higher School of Education
• Localización: EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies (July 1st-3rd, 2019, Palma, Spain) / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2019, ISBN 978-84-09-12031-4, págs. 4570-4576
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • At the present time, it is evident the diversity of students who attend classes in our schools. Diversity inknowledge, in the field of language, in the styles and rhythms of learning, in the competences andinterests, leads to the need for innovative teaching practices that respect these differences and giveseveryone the right to educational success.According to this diversity that characterizes the current school context, a fundamental questionemerges: what is and what should be the role of the teacher?This study aimed to inquire the conceptions and practices of Portuguese teachers of the 1st and 2ndCycle of Basic Education on pedagogical differentiation.In accordance with the aim of the study, it was used a methodology of a quantitative nature, with aquestionnaire survey as the data collection technique. The data analysis was processed with StatisticalPackage for Social Sciences v23 software.In summary, the analysis and discussion of the results allow us to conclude that, although the majorityof respondents refer to implement pedagogical differentiation devices and to plan considering thediversity of students (as advocated in the literature), the practices indicated by the teachers as beingdeveloped in the classroom suggest that only a small percentage of these teachers do it