| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Dissertação de mestrado_2023116107 | 2.34 MB | Adobe PDF |
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O presente estudo teve como objetivo principal analisar a perceção dos professores relativamente à implementação do Programa Leio para Crescer (PLC), dinamizado por uma terapeuta da fala, em contexto de sala de aula e no horário letivo da disciplina de Português, em regime de coadjuvação com o professor titular. O estudo enquadra-se na valorização das práticas colaborativas entre profissionais em contexto educativo e na promoção de competências linguísticas e metalinguísticas associadas à aprendizagem da leitura e da escrita nos primeiros anos de escolaridade. Desenvolveu-se um estudo de natureza quantitativa, de caráter descritivo e transversal, com uma amostra não probabilística por conveniência constituída por 35 professores do 1.º ciclo que participaram na implementação do PLC. Para a recolha de dados foi utilizado um questionário elaborado especificamente para os objetivos do estudo, com base na revisão da literatura e sujeito a validação por peritos. Os resultados evidenciaram uma perceção muito positiva dos professores relativamente à clareza, relevância e adequação do programa, bem como às melhorias percebidas nos alunos ao nível das competências linguísticas e metalinguísticas, fonológicas e de leitura e escrita. Verificou-se igualmente uma elevada valorização da colaboração entre professor e terapeuta da fala e da integração do programa nos conteúdos curriculares da disciplina de Português. Os professores manifestaram ainda uma elevada satisfação com a implementação do PLC e uma perceção favorável relativamente à continuidade e ao alargamento deste tipo de intervenção, tendo sido unânime o reconhecimento da importância da sua continuidade nas escolas. Os resultados permitem concluir que o PLC é percecionado pelos professores participantes como um modelo pertinente de intervenção preventiva, colaborativa e curricularmente integrada. Contudo, por se tratar de um estudo centrado nas perceções dos professores, os resultados não permitem determinar a eficácia objetiva do programa. O estudo pretende, assim, contribuir para o conhecimento sobre o papel do terapeuta da fala em contexto escolar e sobre o potencial de modelos colaborativos de intervenção na promoção das competências de leitura e escrita no início do 1.º ciclo.
The primary objective of this study was to analyse teachers' perceptions regarding the implementation of the “Programa Leio para Crescer - PLC” (Leio para Crescer programme). Facilitated by a speech and language therapist, the programme was conducted in a classroom setting during Portuguese language lessons, using a co-teaching model with the mainstream teacher. This study is framed within the valuation of collaborative practices among professionals in educational contexts and the promotion of linguistic and metalinguistic skills associated with literacy development in the early years of schooling. A quantitative, descriptive, and cross-sectional study was conducted with a non-probability convenience sample of 35 primary school teachers who participated in the implementation of the PLC. Data collection was carried out using a questionnaire specifically developed for the purposes of this study, grounded in a literature review and validated by a panel of experts. The results demonstrated a highly positive perception among teachers regarding the clarity, relevance, and appropriateness of the programme, as well as perceived improvements in students' linguistic, metalinguistic, phonological, and literacy skills. Additionally, there was a high valuation of the collaboration between the teacher and the speech and language therapist, as well as the integration of the programme into the core curriculum of the Portuguese language discipline. The teachers also expressed high satisfaction with the implementation of the PLC and a favourable perception regarding the continuity and expansion of this type of intervention, with unanimous recognition of the importance of its sustainability in schools. The findings lead to the conclusion that the participating teachers perceive the PLC as a pertinent model of preventive, collaborative, and curriculum-integrated intervention. However, as this study focuses on teachers' perceptions, the results do not allow for the determination of the programme's objective efficacy. Thus, this study aims to contribute to the body of knowledge regarding the role of the speech and language therapist in school settings and the potential of collaborative intervention models in promoting literacy skills at the beginning of primary school.
The primary objective of this study was to analyse teachers' perceptions regarding the implementation of the “Programa Leio para Crescer - PLC” (Leio para Crescer programme). Facilitated by a speech and language therapist, the programme was conducted in a classroom setting during Portuguese language lessons, using a co-teaching model with the mainstream teacher. This study is framed within the valuation of collaborative practices among professionals in educational contexts and the promotion of linguistic and metalinguistic skills associated with literacy development in the early years of schooling. A quantitative, descriptive, and cross-sectional study was conducted with a non-probability convenience sample of 35 primary school teachers who participated in the implementation of the PLC. Data collection was carried out using a questionnaire specifically developed for the purposes of this study, grounded in a literature review and validated by a panel of experts. The results demonstrated a highly positive perception among teachers regarding the clarity, relevance, and appropriateness of the programme, as well as perceived improvements in students' linguistic, metalinguistic, phonological, and literacy skills. Additionally, there was a high valuation of the collaboration between the teacher and the speech and language therapist, as well as the integration of the programme into the core curriculum of the Portuguese language discipline. The teachers also expressed high satisfaction with the implementation of the PLC and a favourable perception regarding the continuity and expansion of this type of intervention, with unanimous recognition of the importance of its sustainability in schools. The findings lead to the conclusion that the participating teachers perceive the PLC as a pertinent model of preventive, collaborative, and curriculum-integrated intervention. However, as this study focuses on teachers' perceptions, the results do not allow for the determination of the programme's objective efficacy. Thus, this study aims to contribute to the body of knowledge regarding the role of the speech and language therapist in school settings and the potential of collaborative intervention models in promoting literacy skills at the beginning of primary school.
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Palavras-chave
Programa Leio para Crescer Trabalho colaborativo Terapia da Fala em contexto escolar Leitura e escrita Collaborative working School-based speech and language therapy Literacy