Aproximações e diferenças entre práticas docentes em diferentes contextos escolares
Abstract This article discusses the variability of teaching practices in order to understand its causes. Based on a qualitative, longitudinal research developed in seven classes, distributed among four schools, the article shows that although similarities among teaching practices were quite common i...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/158119 |
| Acceso en línea: | http://dx.doi.org/10.1590/0103-7307201507812 http://hdl.handle.net/11449/158119 |
| Access Level: | acceso abierto |
| Palabra clave: | teaching practices classrooms elementary education school contexts práticas docentes salas de aulas Ensino Fundamental contextos escolares |
| Sumario: | Abstract This article discusses the variability of teaching practices in order to understand its causes. Based on a qualitative, longitudinal research developed in seven classes, distributed among four schools, the article shows that although similarities among teaching practices were quite common in terms of types of questions, examples, activities, exercise corrections and homework, based on a macro-social standard, differences were also present, associated with the singularities of contexts, the teacher's characteristics, and the composition and behavior of the students concerned. |
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