Teaching Practices for Passive and Active Learning in Rural and Urban Elementary Teachers
DOI:
https://doi.org/10.25749/sis.7891Palavras-chave:
Active-passive learning, Approaches to learning, Rural education, Urban educationResumo
The goal of this study was to characterize, through a questionnaire, the degree of use of teaching practices related with passive and active learning in rural and urban elementary Portuguese teachers. Psychometric analysis of the questionnaire was conducted with a sample of 400 elementary teachers. For studying the degree of teachers’ use of teaching practices related with passive and active learning the questionnaire was applied to a second sample of 140 elementary teachers from urban and rural schools. Use of teaching practices was compared between these two groups through a t-test (independent samples). Main results suggest the existence of a differentiation between a «participatory» and a «non-participatory» form of teaching in the inquired teachers; an higher general use of the former compared with the use of the later; and an higher use of «participatory» teaching in rural teachers than in urban teachers.Downloads
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O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).