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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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Engaging in a Rural Deaf Community of Practice
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In: Dissertations and Theses (2019)
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As repercussões da utilização da LGP em contexto de Educação Pré-Escolar com crianças ouvintes
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Abstract:
O presente Relatório Final de Estágio encontra-se dividido em duas partes fundamen-tais. Na primeira parte, realiza-se uma análise reflexiva sobre o percurso na Prática de Ensino Supervisionada I e II, evidenciado as aprendizagens e os progressos. Neste dos dois contextos – 1.º CEB e EPE – analisam-se as experiências, tendo em conta os as-petos comuns e divergentes entre ambos, levando à construção de conhecimento. A segunda parte diz respeito ao estudo realizado em contexto de Educação Pré-Escolar, com dois grupos de crianças a frequentar diferentes estabelecimentos educativos, no âmbito da Prática de Ensino Supervisionada (PES). Através deste estudo, pretendeu-se compreender se a utilização da LGP em contexto de EPE com crianças ouvintes tem repercussões no seu envolvimento e na compreensão global de histórias. Este estudo é de natureza qualitativa tendo como referencial metodológico o estudo descritivo, agre-gando várias etapas. Na primeira descreve-se o envolvimento das crianças no momento do conto da história em LGP e com suporte visual, utilizando uma escala de observação do Manual de Desenvolvendo a qualidade em parcerias (2009). Durante estes momen-tos, observaram-se três crianças em cada grupo, de diferentes níveis etários, analisando os seus comportamentos, tendo em consideração os indicadores essenciais para a com-preensão dos resultados. Para além do envolvimento, pretendeu-se analisar a presença de marcadores de interferência da LGP na compreensão global da história. Para tal, propôs-se a todas as crianças a realização de um desenho sobre a história e a algumas o reconto da mesma. Através dos registos no diário de bordo, percecionámos os conhe-cimentos das crianças sobre a LGP numa fase inicial. Mais tarde, registámos as impli-cações que o conto da história em LGP teve nas crianças. Por fim, a entrevista realizada à educadora de infância permitiu compreender a importância que ela concede à litera-tura para a infância e a sua perspetiva em relação à utilização da LGP na EPE. ; This final internship report is divided into two fundamental parts. In the first part, a reflex-ive analysis is performed on the course in Supervised Teaching Practice I and II, evi-dencing the learning and the progress. In these two contexts - Primary Education and Pre-School Education - the experiences were analyzed, taking into account the common and divergent aspects between both, leading to the construction of knowledge. The second part concerns the study carried out in the context of Pre-School Education with two groups of children attending different educational establishments, within the scope of the Supervised Teaching Practice (STP). This study intends to understand if the use of Portuguese Sign Language (PSL) in the context of pre-school education with hearing children has repercussions on their involve-ment and the global understanding of stories. This is a qualitative research study, which followed a descriptive methodology with sev-eral stages. The first describes the involvement of children at the time of storytelling in PSL and with visual support, using an observation scale from the Developing Quality in Partnerships Handbook (2009). During these moments, the researcher observed three children in each group with different ages, analyzing their behavior and taking into account essential indicators for understanding the results. In addition to the involvement, it was intended to analyze the presence of PSL interference markers in the global comprehension of the history. To this end, it was proposed to all children performing a design on the history and the retelling some of it. Through the records in the logbook, we noticed the children's knowledge about PSL at an early stage. Later, we noted the implications in storytelling with PSL had on children. Finally, the interview to the kindergarten teacher made it pos-sible to understand the importance she attaches to the literature for childhood and her perspective regarding the use of PSL in Pre-school Education.
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Keyword:
Língua Gestual Portuguesa; Literacia; Literacy; Literatura para a Infância; Literature for Childhood; Portuguese Sign Language; Prática de Ensino Supervisionada; Supervised Teaching Practice
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URL: http://hdl.handle.net/10400.19/6053
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| 8 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ...
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| 9 |
The Use of Blog Activities to Promote Reflection in an ELT Practicum
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In: Australian Journal of Teacher Education (2019)
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| 10 |
Table of Contents for Volume 9
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In: Journal of Multilingual Education Research (2019)
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| 11 |
An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
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| 12 |
QUALITATIVE CONTENT ANALYSIS OF REFLECTION IN LANGUAGE TEACHER PRACTICUM SETTINGS
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| 13 |
THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTS
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In: Theses (2019)
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| 14 |
Questions and answers in the textbooks: deconstructing stereotypes ; Perguntas e respostas nos livros didáticos: desconstruindo estereótipos
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In: Letras; n. 58: (Jun. 2019) - Gêneros textuais / discursivos: ensino, aprendizagem e avaliação na educação básica; 277-298 ; 2176-1485 ; 1519-3985 (2019)
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The Successes and Limitations of Retraining Non-specialist Teachers to Teach Mathematics
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Web-Arabic as Lingua Franca (WALF): Variation and Standard in Teaching Arabic as Foreign Language (TAFL)
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 17, Iss 2, Pp 99-112 (2019) (2019)
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| 17 |
New Challenges of Anglicisation in the Context of 21st Century Globalization and Their Impact on Higher Education
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In: Studies in Literature and Language; Vol 19, No 2 (2019): Studies in Literature and Language; 1-8 ; 1923-1563 ; 1923-1555 (2019)
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Literacy project and teaching sequence in OLP: proposals for reading and writing education ; Projeto de letramento e sequência didática na OLP: propostas para o ensino de leitura e escrita
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In: Entrepalavras; v. 9, n. 3 (9); 360-381 (2019)
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