A compreensão evolutiva do ensino e da aprendizagem como promoção da melhoria da prática docente

  • Célia Maria da Costa Estrada (Student)

Student thesis: Master's Thesis


The present work focuses on the process of teaching and learning as well as concepts, approaches and methodologies in teaching and learning, contextualizing my practical experience. In the first part of this work I will discuss my educational and professional background. The difficulties that the trainee teacher is faced as well the lack of practical experience, adjustment of speech and methodologies are highlighted. However, these difficulties allow the acquirement of skills with an important role for teaching practice. The condition of contract teacher is also described, and how it allowed me to face different educational situations like teachers and students with specific social, cultural, family context, characteristics and aspirations, which, somehow, are reflected in the school environment and conditions of teaching and learning. Then, I will reflect about: what is teaching and different approaches to teaching: traditional, behaviorist, humanistic, cognitivist, sociocultural and constructivist. The act of teaching should not be confused with a simple transmission of knowledge, allowing for the student a receiver condition. It is, rather, a process which, besides involving the exchange of information also implies, among other things, the selection of the most appropriate methodologies, taking into account the students and the circumstances in which the act of teaching takes place. Regarding teaching methods, will be enhanced the importance of the expository, demonstrative, interrogative and active methods. Besides the relevance of all, should be taken into consideration the motivations and skills of students. Currently, teachers have a very difficult task: they must educate, teach, motivate, oppose failure rates and accomplish goals. In this context, it will be discussed the teacher role, methods and strategies, to improve student performance. The next part of the document will argue about the approaches to learning, paradigms, and strategies that students have at their disposal. According to Rosario and Almeida (1999), recent studies in the learning field report the importance of the student, not forgetting the importance of curriculum contents and teachers educational resources and teaching methodologies. Thus, it is also pertinent to reflect on the learning strategies that students use. Regarding the approaches to learning, Duarte (2000, 2002) considers that the superficial, deep, high-return approaches reflect how students experience their own learning contexts, and may vary depending on approaches. The analysis of this matter allowed me to reflect on the challenges that teachers face in an attempt to promote a comprehensive learning of students. One can conclude that the teaching and learning process is changing and that the approaches to teaching as well as the different methodologies can be adapted to teacher practices. I believe that these reflections will help improve my position as a teacher, becoming more reflective and sensitive to students’ learning process. Also emphasize the importance of learning to learn by the students, regarding the role of metacognition and the role of the teacher in guidance of the educational success of teaching-learning process.
Date of Award2014
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorMaria Raul Xavier (Supervisor) & Luísa Mota Ribeiro (Co-Supervisor)


  • Teacher
  • Student
  • Teaching
  • Learning


  • Mestrado em Ciências da Educação

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