Seminário de Investigação e de Projeto II

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability Ana Maria Dias Roque Lemos Boavida Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 1,66

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

The UC Seminar of Research and Project II has as main objectives to favour the deepening of the knowledge of the trainees on key aspects of educational research addressed in the Seminar of Research and Project I and to support them in the conception of an action research project considering its main phases: (I) to define the research problem and the intervention goals; (ii) to elaborate the theoretical and contextual rationale of the project in view of the identified problem; (iii) to plan the intervention and its follow-up; (iv) to plan the evaluation of the research and of the intervention, considering the intended changes; (v) to identify possible obstacles concerning the implementation of the action research project.

Syllabus

• Action research as a process of inquiry: meaning and phases
• Construction of the data analysis model: from concepts to indicators;
• Construction of instruments to gather information
• Techniques of information analysis: qualitative contente analysis
• The intervention plan: what to do? How to make? With whom to do? When to do it?
• Evaluation of research-intervention projects.

Teaching methodologies

Privileged teaching methodologies: tutorial guidance and seminar. The first one, which has a prominent place, aims to support, individually, the trainees in the conceptually grounded elaboration of their projects. During the seminars, participants will be encouraged to present partial or preliminary versions of these projects as well as to critically analyse and discuss them. In addition, programmatic contents will be addressed taking into account the aforementioned projects.

Assessment methodologies and evidences

The evaluation will take into account (i) the participation of the trainees in the activities developed in the classes and (ii) the written and individual preparation of an action research project that will be presented and discussed publicly.
The written work, in conjunction with its presentation and discussion, will weigh 90% of the final classification. The participation in classes will have a weight of 10%.

Bibliography

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Almeida, J., & Pinto, J. (1990). A investigação nas ciências sociais. Lisboa: Presença.
Bardin, l. (2000). Análise de conteúdo. Lisboa: Edições 70.
Bogdan, R., & Biklen, S. (2000). Investigação qualitativa em educação. Porto: Porto Editora.
Caria, T. (2005). Experiência etnográfica em Ciências Sociais. Porto, Afrontamento.
Denzin, N., & Lincoln, Y. (Eds.) (2000). Handbook of qualitative research. London: Sage Publications.
Foddy, W. (1994). Como perguntar: Teoria e prática da construção de perguntas em entrevistas e questionários. Oeiras: Celta Editora.
Ghiglione, R., & Matalon, B. (1992). O inquérito: teoria e prática. Oeiras: Celta.
Graue, M., & Walsh, D. – Investigação etnográfica com crianças: teorias, métodos e ética. Lisboa: Fundação Calouste Gulbenkian, 2003.
Lessard-Hérbert, M., Goyette, G., & Boutin, G. (1990). Investigação qualitativa: Fundamentos e práticas. Lisboa: Instituto Piaget.
Máximo-Esteves, L. (2008). Visão panorâmica da Investigação-acção, Porto: Porto Editora.
Patton, M. (2002). Qualitative research & evaluation methods. London: Sage.
Poirier, J., Clapier-Valladon, S., & Raybaut, P. (1995). Histórias de vida: teoria e prática. Oeiras: Celta.
Schreiber, J., & Asner-Self, K. (2011). Educational Research. John Wiley & Sons, USA.