Artigos e Comunicações|Articles and Proceedings

Dias & Veiga Simão (2008). “Collaborative teacher education and its implications on teaching and students self-assessment”. Proceedings of the 53nd ICET World Assembly ICET. Braga, Portugal, Julho de 2008

Abstract
This paper reports ongoing research on collaborative teacher education and its implications on teaching and students’ self-assessment. It focuses particularly on the application of self-assessment instruments that emerged from the necessity of restructuring Basic Instruction. Data was collected through self-assessment instruments and through the teacher and students’ self reports. Preliminary findings suggest that collaborative training is a gratifying experience. Contrarily, the simple application of instruments in a decontextualised way does not alter the process of teaching, nor does it allow students to develop self-assessment skills capable of promoting self-regulated learning.

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Frison, Veiga Simão, Ferreira & Duarte (2008). “The Potential of Self-regulated Learning: from evaluation to expertise “. Proceedings of the 53nd ICET World Assembly ICET. Braga, Portugal, Julho de 2008

Abstract
The aim of this paper is to present theoretical considerations concerning the potential of SRL (self-regulated learning). Self-regulation is an active and constructive process through which learners establish objectives, monitor, regulate and control their cognition, motivation and behavior, as they are guided by those same objectives and by contextual specificities that characterize the learning environment. In this review, we also contemplate how motivation and the evaluation process are essential prerequisites to achieve expertise levels of academic performance. Lastly, we focus on how this learning process enfolds both teacher and learner as motivated active participants in generating conditions to promote successful performance results.

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Ferreira & Veiga Simão (2008).”Teaching self-regulation skills in learning environments: a case study. Proceedings of the 53nd ICET World Assembly ICET. Braga, Portugal, Julho de 2008.

Abstract
Introducing SRL (self-regulated learning) skills in learning environments can influence teachers’ methodology. Furthermore, the sort of process teachers need to experience in order to teach and develop SRL skills in their students is fundamental. In this process, it is essential to understand how collaborative work effects teachers’ daily planning in developing SRL skills in learners. A case study was carried out in an ESL (English as a second language) classroom to provide detailed information about these hypotheses. Results showed SRL skills as positive stimuli on the teacher’s methodology, specific teacher training needs, and a lack of essential teacher collaborative work.

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Veiga Simão, Duarte & Ferreira (2008). A Review of Self-Regulated Learning In Teles. In M., Muñoz, I., Jelínek, F., Ferreira, (org) Proceedings of The IASK International Conference (619-631). ISBN: 978-972-99397-8-5

Abstract
In this review on SRL in technology-enhanced learning environments (TELEs), a vast research on the recent and current studies shall be presented in an attempt to clarify what SRL is and if and how TELEs can have an impact on this approach on learning. The roles of the teacher and learner in this type of learning environment shall also be presented so as to sum up the important characteristics and responsibilities of each participant. Finally, a summary of different TELEs shall be described in order to provide exemplification for the theoretical propositions that are mentioned in this review.

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Veiga Simão, A. M., Rodrigues, E., & Cabrito, B. (2007). O projecto “Educação Tecnológica Precoce”. Uma oportunidade para implementar práticas de inovação curricular. Sísifo. Revista de Ciências da Educação, 3, pp. 65-76

Abstract
The European project “Early Technical Education” promotes technical education for children and encourages them to understand scientific and technological phenomena. In this sense, the aim of this study was to develop children-targeted pedagogical material to be applied in the initial and continuous training of Preschool and Primary Education teachers. This material was based on teaching and learning methodological approaches that comprise the fields of Education and Technology. As a result, a digital manual was prepared with didactic resources on-line (http://www.earlytechnicaleducation.org).
In this article, we introduce the Project, the site and refer to case studies which have taken place in Portugal, namely the evaluation of options indicated in the manual.
http://sisifo.fpce.ul.pt/?r=12&p=63

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Veiga Simão, Duarte & Ferreira (2008).Self-regulated Learning in Technology Enhanced Environments: Teacher and student practice in web problem solving, scholastic motivation and acquisition of expertise. Proceedings of the ECER 2008. Gottenburg, Sweden, September 2008.
Abstract
Information Technology has brought many new challenges to learners studying within contemporary academic contexts in the sense that it requires continuous updated training. The access to different sources of information for example, involves new ways of planning and accomplishing learning tasks. It also entails specific skill development, such as information searching, selection and evaluation. Overall, learners have to be capable of self-regulating their learning process in order to achieve the goals they established and/or that were established for them. On the other hand, teachers should encourage social and intellectual environments which promote self-regulated learning. In light of this reality, this paper presents the conclusions and implications from recent European studies and gives emphasis to the research done on self-regulated learning (SRL) in technology enhanced learning environments (TELEs) through the PEAAR program (Program for Research on SRL) developed at Lisbon´s Faculty of Psychology and Science Education (http://autoregulacao.uidce.fpce.ul.pt). To be more exact, we articulate problem-solving and information gathering based on WEB research with self-regulatory behavior and the SRL models which may be adapted to TELEs. Furthermore, we also focus on motivation and student/teacher relations in these contextualized contexts as means for developing motivation and consequently, domain-specific expertise.