Ana Cristina Torres

What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program

ABSTRACT Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested.

Transição para o ensino secundário: vozes de estudantes em dois sistemas educativos

Apresentam-se e comparam-se vozes de estudantes de dois sistemas educativos – Portugal e Escocia - sobre a sua transicao para o ensino secundario, enquadrando-se esta problematica no campo do desenvolvimento curricular. A recolha recorreu a grupos de discussao focalizada que exploraram os fatores de escolha do curso e/ou disciplinas e escola que os e as estudantes estavam a frequentar, e sobre as principais dificuldades experienciadas na transicao. Conclui-se confrontando e problematizando opostos de obrigatoriedade, flexibilidade e escolha que subjazem ao ensino secundario nestes dois sistemas educativos com base nas vozes auscultadas.

Students’ transition experience in the 10th year of schooling: Perceptions that contribute to improving the quality of schools

The study followed students in their 10th year of schooling that entered a new secondary education school in order to examine their perceptions of their previous schools’ work and of its relationship with the difficulties they experience when in the transition. The analysis of 155 completed questionnaires of previous students of nine basic education schools verified that students generally appreciated their former schools’ work in facilitating their transition experience, particularly in academic and procedural aspects. They also recognised the importance of their own skills, attitudes and previous experiences in their transition phase to the new secondary school. Nevertheless, results indicate that for quality improvement purposes, basic education schools should develop projects aimed at fostering their students’ study/work methods in order for them to be able to face increased volume and rigour in their future performances.