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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 O ensino bilingue no 1º ciclo - especifidades da práticas pedagógicas Bigodinho, Joana Filipa da Silva. - 2021 BASE Show details 2 Relationships between primary teachers’ beliefs and their practices in relation to writing instruction Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves. - : Taylor & Francis, 2019 BASE Show details 3 Relationships between primary teachers’ beliefs and their practices in relation to writing instruction Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves. - : Routledge, 2015 Abstract: Teachers’ beliefs are directly connected to their practices and have an impact on students’ educational experiences and results. The aim of this study was to describe and examine the relationship between beliefs and practices linked to teaching students to write in the first four years of primary school. A total of 255 Portuguese primary school teachers participated in the study. A 52-item questionnaire was used to evaluate their beliefs, preferred activities and classroom organisation procedures in relation to writing instruction. Beliefs and classroom organisation procedures were subjected to factor analysis, whereas activities were considered individually. The analysis of teachers’ beliefs revealed two different factors: (1) code-based beliefs and (2) meaning-based beliefs. The analysis of teachers’ classroom organisation revealed three different factors: (1) pairs or small groups; (2) individual; and (3) whole classroom. Most of the participating teachers emphasised both explicit teaching and informal learning methods. There were significant associations between beliefs and activities and beliefs and classroom organisation procedures supported by code vs. meaning beliefs. However, the different associations revealed in the study showed that teachers combine multidimensional aspects in their writing instruction theory and practice. Keyword: Beliefs; Practices; Primary school; Teaching; Written language URL: https://doi.org/10.1080/02671522.2014.908406 http://hdl.handle.net/10400.12/3740 BASE Hide details

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